Practical Research On Cultivating Students’ Life Concept In High School Biology Teaching

The report of the 20 th National Congress of the Communist Party of China pointed out the direction for the development of education,emphasizing the fundamental task of cultivating morality and talents in order to foster comprehensive development of morality,intelligence,physical fitness,aesthetics,and labor among socialist builders and successors.In the current high school curriculum reform,students’ core competencies have become a hot topic in education,including in the field of high school biology.High school biology is conducting research on "core competencies of biology",which encompass important components such as life concepts,scientific thinking,scientific exploration,and social responsibility.These competencies are conducive to the cultivation of students’ physical and mental health,scientific spirit,and social responsibility.The "Curriculum Standards for High School Biology(2017 Edition,2020Revision)"(hereinafter referred to as the "Curriculum Standards")has already provided clear requirements for cultivating core competencies,including the concept of life as a characteristic element of the core competencies of biology.When students possess a certain degree of scientific thinking and exploration ability,the concept of life can help them form a deep understanding of the core concepts of biology and elevate their understanding,while also cultivating their social responsibility.Therefore,developing effective teaching strategies for cultivating the concept of life is crucial for high school biology teaching.Additionally,biology has its own characteristics,mainly exploring aspects of life that are related to our lives.This highlights the prominent role of the concept of life in the field of biology.Based on this,this article proposes and practices relevant training strategies to verify their feasibility while studying the essence and significance of the concept of life in high school biology.The article also designs relevant cases to cultivate this concept in classroom teaching,aiming to make research contributions to improving the methods and teaching of this concept in classroom teaching and obtaining research results with reference value.This study first utilizes literature research methods to analyze the two modules of material and energy views and structure and function views in the concept of life,and to find reasonable biological knowledge carriers for these two sub-concepts.Then,a questionnaire survey was conducted to investigate the current situation of high school biology teachers in cultivating students’ life concepts.The survey found that 90% of teachers believe it is necessary to cultivate students’ life concepts in the biology classroom,but a large proportion of frontline teachers do not have a clear and complete understanding of life concepts at this stage.Furthermore,87% of teachers believe that the difficulty in cultivating students’ concept of life is due to the challenge of finding an entry point for biological knowledge and integrating life concepts in biology teaching,resulting in the inability to take appropriate training measures in the classroom teaching process.After thoroughly reviewing and integrating existing relevant achievements,and conducting in-depth analysis of the content of the fifth chapter of the compulsory biology course for senior high school,this research conducted an experimental study with first-year students from the senior high school affiliated to Fuyang Normal University.Three teaching cases were designed as experimental tools,focusing on ATP,cellular respiration,and other related topics.Over a period of four months,classroom experiments were conducted,and pre-test and post-test questionnaires were used to evaluate the effectiveness of the teaching approach in improving the life concept level of the experimental subjects.The post-test data from the questionnaire for middle school students in this study showed a significant difference in the students’ life concept level compared to the pre-test data,indicating that the selected training strategies in this practical study have practical value.The proposed strategy in this study is to identify teaching entry points that align with the concept of life,conduct concept-based teaching,create real-life problems,experiments,and collaborative situations,and flexibly apply them.Therefore,cultivating students’ concept of life is a long-term task that should be effectively implemented in every biology teaching.The innovation of this study lies in two aspects: firstly,based on a thorough interpretation of the connotation and formation process of the concept of life,corresponding teaching strategies were summarized,and months of practical teaching experiments were conducted to help high school biology teachers enrich their theoretical foundation of the concept of life.Secondly,the use of statistical analysis methods to objectively process data can make the experimental conclusions more convincing and valuable for reference,and help high school biology teachers clarify the entry point for teaching with the goal of cultivating a life concept,making it more operable.