Practical Research Of Life-Oriented Teaching Situation In Senior Middle School Biology Concept Teaching

The "General High School Biology Curriculum Standards " regards "focusing on the connection with students’ real life" as one of its curriculum concepts.As the concept of the course changes,the content of the course also emphasizes "the content focuses on the big concept".This means that this "biological concept" has become the focus of biology classroom teaching,that is to say,how to enable students to learn biological concepts in the context of real life and apply concepts has become a research hotspot in biology teaching.Therefore,the author puts forward the application and practical research of the life-oriented teaching situation in the high school biology concept teaching,and examines the implementation effect of the life-oriented teaching situation in the high school biology concept teaching.This research used the literature reading method to understand the domestic and foreign research status of life-oriented situations,and determined the theoretical basis of the thesis and the definition of related concepts.Through the questionnaire survey method and interview method,we understood the application status of life-oriented teaching situation in high school biology concept teaching.First,a questionnaire survey was conducted among high school students in a school in Xuzhou,the results showed that some students’ interest in biological concepts and their ability to apply concepts need to be improved.The way of learning concepts was mechanized and they looked forward to the use of life-like situations in the classroom and believed that life-like situations are effective.According to the results of interviews with 1high school biology teachers in Xuzhou City,teachers had the disadvantages of obsolescence and fragmentation of situation creation in the use of living situations,and their understanding of the value of living situations remained at the surface level,this explained the necessity of creating a life-oriented situation in the teaching of high school biology concepts.Therefore,this article put forward the types and creation principles of life-like situations based on the results of previous studies,and explored the general process of applying life-like situations in the teaching of biological concepts.Researcher took the compulsory one "Molecules and Cells" of the People’s Education Edition as an example,designed teaching cased for theoretical courses,review courses,and experimental courses,and conduct practical research.After 3 months of teaching practice,it was evaluated through questionnaire survey and score analysis to detect the teaching effect of the life-oriented teaching situation in the high school biology concept teaching.The results showed that he experimental class and the control class have significant differences in concept application ability,scientific thinking,scientific inquiry and social responsibility level,it showed that the creation of life-oriented situations in high school biology concept teaching is conducive to improving students’ interest in concept learning,improving students’ concept review autonomy and concept application ability,and at the same time,it is helpful to develop students’ core literacy in biology.