Practical Research On Cultivating The Life Concept Of Senior High School Students Based On Deep Teaching

Life concept as the foundation of the core biology discipline literacy and pillar,explaining the biology course nature and goal,form the concept of life need to subject knowledge as the carrier,part of the biology knowledge is relatively micro and abstract,students are difficult to understand,so seeking for cultivating life concept of effective teaching strategy is the problem of biology teaching.Compared with the traditional teaching mode,deep teaching is committed to analyzing the course content,discussing the nature of knowledge and internal logic,and matching with the requirements of the curriculum standards.Therefore,in-depth teaching is taken as the breakthrough point to study how to cultivate students’life concept in line with the basic concept of the new curriculum standard.This paper firstly sorts out and analyzes the relevant literature and clarifies the research progress,learns the questionnaire about how to develop the life concept literacy and the students know the connotation of life concept,puts forward the practical teaching strategies;then studies the new curriculum standards and teaching materials,develops the teaching cases,tests the life concept and the biological learning interest survey to the practical objects,and select the practical classes for educational comparison.The statistical data obtained from teaching practice were analyzed by Excel and Spss 24.0: First,there were significant differences between the two classes in knowledge application awareness(p=0.009 <0.05)and environmental protection awareness(p=0.006 <0.05),There were also significant differences in the overall level of life concept(p=0.019 <0.05);2.Significant difference between the two classes(p=0.044 <0.05),The score rate of the experimental class was 0.61,Compared with the pre-test data,The score rate of the control class was 0.55,Before and after the change is small;3.There were significant differences in academic performance between the two classes(p=0.045 <0.05),After the teaching practice,the average score of the experimental c lass was 2.82 points higher than that of the control class.According to the specific situation of the two classes before and after comprehensive teaching practice,deep teaching is conducive to students to understand important concepts of biology and cultivate life concepts;deep teaching is conducive to exert students’subjective initiative and stimulate their interest in learning;deep teaching is beneficial for students to learn biology knowledge and improve their academic performance.Therefore,the research on cultivating students’life concept and literacy based on the deep teaching concept has achieved good results,providing certain theoretical and practical reference for the front-line biology teachers and other researchers,so as to carry out classroom teaching more effectively and improve the teaching efficiency.