Research On Integrating Physiological Disease Prevention Education Into High School Biology Teaching

The "Health China" 2030 Plan emphasizes the need to adhere to the scientific development principle of focusing on prevention,popularize health knowledge,and guide students to establish a correct concept of health.Based on the current situation of adolescent health,more and more high school biology teachers have begun to pay attention to physiological disease prevention education in order to promote the cultivation of healthy life and social responsibility among students.This study consists of three main parts: first,the level of physiological disease prevention among high school students and the current situation of teachers’ physiological disease prevention education in high school biology classrooms were investigated by reading literature and questionnaire method.Secondly,based on the survey results,corresponding solution strategies were proposed from the perspective of teachers and schools,respectively.Finally,knowledge points that can be incorporated into physiological disease prevention education were sorted out,and teaching cases focusing on physiological disease prevention were designed to provide case references for front-line biology teachers to carry out physiological disease prevention education.The survey results showed that more than 90% of students scored more than 5 in the knowledge dimension of physiological disease prevention,which is a medium to high level;51.18% of students scored in the range of 19-23 in the attitude dimension,which is a medium level of students’ attitude toward physiological disease prevention;more than 70% of students scored more than 16 in the behavior dimension,which is a healthy behavior.Teachers’ attitudes toward physiological disease prevention education in high school biology teaching are relatively positive,but the quality of physiological disease prevention education in high school biology classrooms at this stage is not optimistic,and teachers have fewer ways to acquire relevant knowledge.The problems summarized from the survey and research are: students’ basic cognitive level needs to be improved;students’ initiative to implement healthy behaviors is low;parents’ efforts to carry out physiological disease prevention education are insufficient;teachers’ teaching form for physiological disease prevention is single;and the frequency of training organized by schools for teachers is low.In view of the problems summarized in the survey and research,the author proposes strategies and suggestions to solve them from the teachers’ perspective: digging deeper into the teaching materials and constructing a knowledge system;widening the understanding channels and developing teaching resources;optimizing teaching design and innovating education forms.From the school perspective,the author proposes strategies and suggestions to solve the problem: organize teacher training and provide theoretical support;cooperate with families and schools to carry out education together;establish an evaluation system and standardize guidance for students.In addition,the author also sorts out the knowledge points in high school biology textbooks that can be integrated into physiological disease prevention education,and designs teaching cases focusing on physiological disease prevention education with "Properties of Enzymes","Human Genetic Diseases" and "Specific Immunity" as examples,aiming to provide case references for front-line teachers to carry out physiological disease prevention education.