The Practical Research On The Infiltration Of Experimental Safety Education In High School Biology Teaching

Safety is a basic condition for human survival and development,and laboratory teaching is an important way to implement moral education.The General High School Biology Curriculum Standard clearly states that the teaching of biology experiments should be strengthened and improved,with emphasis on experimental safety education and the cultivation of students’ core literacies such as the concept of life and social responsibility.There are many hidden dangers and frequent accidents in high school biology experiments,which can easily cause harm to teachers and students.In this context,this study proposes to use various strategies to infiltrate experimental safety education in biology teaching,which is of great significance to meet students’ safety needs,enhance students’ self-protection ability,reduce safety accidents and implement core literacy.This study first adopted the literature research method to clarify the concepts of safety education and biology laboratory safety education,to sort out the current status of research on laboratory safety education at home and abroad,and found that there were few practical studies on laboratory safety education at the high school level.On this basis,questionnaires and interviews were used to investigate the current situation with 976 students in a high school in Fujin City,Heilongjiang Province and 10 teachers in the city,and corresponding suggestions were made for the problems found.This was followed by a review of the experimental content of the compulsory high school biology textbook,categorising the safety hazards and summarising their precautions,and suggesting appropriate teaching strategies based on the theoretical basis and the current state of research.The textbook was dug deeper and 92 students from two classes were used as examples to teach the "Experimental Safety Education Lesson" and "Observing Chloroplast and Cytoplasm Flow with a High Magnification Microscope".The effectiveness of the practice was tested using the students’ scores on the laboratory safety knowledge test and classroom observations as indicators.After the practice,students’ unsafe behaviours in biology laboratory classes were significantly reduced and their scores on the high school biology laboratory safety knowledge test were significantly better than those before the practice.This indicates that implementing appropriate teaching strategies to infuse laboratory safety education in high school biology teaching can enhance students’ safety awareness,strengthen their knowledge of laboratory safety,improve their understanding of laboratory safety,correct their attitudes towards laboratory safety,enhance their self-protection abilities,help students form correct safety behaviours and promote the development of good laboratory habits.The innovation of this study lies in sorting out the hidden dangers of laboratory safety in compulsory biology textbooks and proposing cautions,proposing teaching strategies and applying them to classroom practice,and enriching the ways of infiltrating laboratory safety education.Due to the lack of research time and experimental samples,the proposed teaching strategies are not mature enough.In view of this,subsequent research still needs to be expanded by the majority of teachers for continuous depth and improvement.