Practical Research On Life-like Teaching In High School Biology Classroom

Today,as global education is increasingly valued,our country carries out educational reforms one after another according to educational policies,strives to find education suitable for China,strives to cultivate comprehensive talents with all-round development,and contributes to the great cause of the motherland.Based on the requirements of new curriculum standards,new college entrance examinations,new textbooks,and constantly changing students’ cognition,high school biology courses implement traditional teaching methods such as teacher explanations,knowledge point hard memorization,and exploratory experiments.It can no longer meet the needs of personnel training,so it is necessary to integrate some new teaching strategies into it to improve the teaching effect.Life-based teaching strategies refer to paying attention to the connection with life in the process of education and teaching,citing some appropriate examples that fit the reality of life,strengthening students’ interest in learning,improving grades,and cultivating students’ practical ability to apply what they have learned.By consulting a large number of relevant literature,I have mastered the concepts of "life","lifeoriented" and "life-oriented teaching";I have a deep understanding of Tao Xingzhi’s life education theory,Rousseau’s naturalism education theory and Dewey’s pragmatism theory and other studies The theoretical basis;clarified the advantages and disadvantages of using research methods such as questionnaires,classroom observations and interviews;integrated the current research status of life-based teaching at home and abroad.Then according to the specific situation of my practice area,I formulated a suitable research idea.First of all,the survey object was selected in Tongliao Experimental Middle School,and the current situation of life-oriented teaching was investigated through questionnaires and teacher interviews.Through the analysis of the survey results,it was found that the teaching of biology courses in this school still uses the traditional teaching mode.There is some understanding of lifeoriented teaching,but due to various reasons,it has not been applied in teaching practice.Students’ knowledge of life-oriented teaching is relatively lacking.Most students do not understand what life-oriented teaching is.The classroom atmosphere in the class is usually low,and some students are even not interested in biology.Secondly,two classes with relatively similar comprehensive abilities were selected for teaching practice,and the teaching design was carried out by taking "Stability and Regulation",an optional compulsory course in senior high school biology,as an example.The experimental class carried out life-oriented teaching,and the control class used the traditional teaching mode throughout the process..Finally,through questionnaires,classroom observation and other methods,post-test the students’ grades,classroom performance,and ability to apply what they have learned in the two classes.After analyzing the data results and classroom observation,the students in the experimental class have obvious interest in learning.Improvement,the enthusiasm for thinking and answering questions is enhanced,the atmosphere in the biology classroom has also become active,and students have a higher completion rate of practical assignments and better results.Compared with the traditional lecture method classroom,students prefer and accept the classroom of applied life-based teaching.This shows that the integration of life-based teaching strategies into high school biology classrooms has a great auxiliary effect on improving students’ academic performance,learning interest,and promoting students’ core literacy and comprehensive practical ability.According to the current educational form and the research results of many researchers,it is indicated that it is necessary to implement life-oriented teaching in high school biology classrooms,but how to implement life-oriented teaching to achieve the expected effect requires the cooperation of teachers and schools in various aspects.Achieved.For this reason,the author only puts forward some suggestions to teachers and schools from a personal perspective.Due to the short time of the author’s practice and the limited scope of the research,there are some deficiencies in the writing and presentation of the thesis,and it is still necessary to continue the research in this area in the future.But the author firmly believes that life-oriented teaching in high school biology classrooms has positive effects on both teachers and students.Therefore,I hope that in the future biology classroom teaching,teachers can pay attention to the teaching strategy of lifebased teaching,introduce life into classroom teaching,cultivate students’ hands-on and practical ability,improve students’ comprehensive quality,and promote students’ all-round development.