The Practice Of Contextual Teaching Method To Develop The Concept Of Life In High School Biology

The General High School Biology Curriculum Standards(2017 Edition Revised 2020)put forward the purpose of cultivating students’ core literacy,which includes four aspects of life concept,scientific thinking,scientific inquiry and social responsibility,and life concept is the key and symbol of core literacy in biology,which is the foundation of core literacy in biology.How to effectively cultivate students’ life concepts has become an urgent problem to be solved.The construction of life concepts needs to be built on conceptual knowledge,and the generation of concepts is based on contexts.Create contexts to experience the process of knowledge generation,deeply understand the connotation and extension of concepts,and be able to flexibly apply them in real life,and then construct life concepts.The purpose of this study is to develop students’ concepts of life through contextual teaching method.Based on the literature research method,this study compares the existing achievements of contextual teaching to cultivate the concept of life,and finds that there are abundant studies on contextual teaching method in China,but the studies pointing to the cultivation of the concept of life are not sufficient.The author compiled a questionnaire on the current situation of contextual teaching in high school biology classroom,including teachers’ and students’ versions,and investigated teachers’ and students’ awareness and attitudes toward contextual teaching from the perspectives of teaching and learning respectively.I propose a large context teaching method and determine the process of large context teaching: determine the teaching objectives according to the concept formation path;select appropriate large context materials;propose inquiry questions and carry out diversified inquiry activities;integrate concepts and transfer them to actual problems;and evaluate and summarize the classroom.A teaching case is also designed for illustration.In order to test the feasibility and effectiveness of this teaching process,teaching practice was conducted,and two teaching classes were selected for practice,one class for contextual teaching as the experimental class and the other class for conventional teaching as the control class.A pre-test was conducted before practice,which confirmed that there was no significant difference in the level of life concepts and academic performance between the two classes,and a post-test was conducted after 2 months,which found that the academic performance of the experimental class was significantly higher than that of the control class,and the level of life The post-test was conducted 2 months later,and it was found that the academic performance of the experimental class was significantly higher than that of the control class,and the level of life concepts was also significantly improved,and the analysis of typical examples showed that the contextual teaching method had the most obvious effect on promoting the structure and function concept,less obvious effect on promoting the evolution and adaptation concept,and little difference in promoting the homeostasis and equilibrium concept and the matter and energy concept.In conclusion,the contextual teaching method can promote the cultivation of students’ conception of life,and the proposed large contextual teaching process can provide theoretical and practical references for the teaching practice of the majority of front-line teachers.