【作者】 肖丹；

【导师】 冯晓英；

【作者基本信息】 贵州师范大学 ， 教育硕士（专业学位）， 2022， 硕士

【摘要】 教育的存在是为了培养每个时代的人,人是一个现实的、肉体的存在,充满着无限的生命力,让生命得到发展和提升是教育本真的所在。然而,随着当今世界网络与科技的飞速发展,人们开始远离生命的本质,教育往往更加“工具化”。如今,处于青春期的青少年们被眼花缭乱的世界诱惑着,强烈追求于“虚拟”生活所带来的当下享受,再加上青春期正是叛逆、反抗情绪激烈的时期,出现许多漠视生命的现象,有的学生对生命缺乏最基本的了解和思考、生命意识低下。特别在农村中学,由于教育水平相对落后及家庭教育的缺失,学生生命意识更加淡薄,各种伤害生命的事件层出不穷。生命教育是一种旨在帮助学生认识、珍惜、敬畏、热爱生命,提高生存技能和提升生命价值的教育活动,实施生命教育已经刻不容缓。本研究通过实践教学,在初中生物教学中开展生命教育,以期能加强学生对生命的了解和思考,提高学生的生命意识,减少伤害生命事件的发生。研究结果如下:首先,结合初中生物学课标,采用教材分析法,对北师大版初中七年级生物教材中有关生命教育方面的素材进行挖掘和分析,寻找生命教育在初中生物教学中的切入点,发现教材中蕴含大量的生命教育素材,几乎每一章节都可对学生进行生命教育,于此进行总结归纳。其次,采用问卷调查法,以贵州省纳雍县五所农村初中学校的生物教师及学生为调查对象,调查生命教育在农村初中生物教学中的实施现状及学生的生命观现状,调查结果显示:(1)教师对生命教育的认识不够,进行生命教育的积极性不高;(2)多方面因素造成教师实施生命教育的情况不容乐观,如教师自身专业水平不高、学校及家庭的支持有限、受应试教育的牵制等;(3)学生总体生命观水平不高,生命教育有所欠缺;(4)大部分教师和学生认同在生物教学中实施生命教育。针对以上现状,结合相关理论和教学实践经验对实施生命教育应遵循的原则进行总结归纳,并在原则指导下构建了相应的教学策略,设计了部分教学案例。最后,采用实验研究法,在所任教的初中班级中选取2个平行班开展对照实验,利用生物课堂教学、生物实验教学、开展生物课外实践活动等策略进行教学实践,实践结果显示:在初中生物学教学中,渗透生命教育实践后,实验班与对照班生命观水平得分存在显著的差异性,且实验班得分显著高于对照班,与未进行生命教育之前相比实验班的生命观水平也得到了一定的提高。综合以上研究得出,在农村初中生物教学中实施生命教育是可行的,运用生物课堂教学、生物实验教学、开展生物课外实践活动等策略能够提高学生的生命观水平,对学生的生命认识、生命态度,生命价值等方面都能够有所影响,在一定程度上能够提高学生的生命意识。更多还原

【Abstract】 The existence of education is to cultivate people in every era.People are a realistic and physical existence full of infinite vitality.The essence of education is to develop and enhance life.However,with the rapid development of network and technology in today’s world,people begin to stay away from the essence of life,and education is often more "instrumental".Many students are in the current period of "disobedience and disobedience" to life,and some of them are in the most intense period of "disobedience and disobedience" to life,which is brought about by the lack of awareness and disobedience of life in adolescence.Especially in rural middle schools,due to the relatively backward level of education and the lack of family education,students’ awareness of life is weaker,and various life damaging events emerge one after another.Life education is an educational activity aimed at helping students understand,cherish,fear and love life,improve survival skills and enhance the value of life.It is urgent to implement life education.Through practical teaching,this study carries out life education in biology teaching in junior middle school,in order to strengthen students’ understanding and thinking of life,improve students’ life consciousness and reduce the occurrence of life damaging events.The results are as follows:Firstly,combined with the junior middle school biology curriculum standard,using the textbook analysis method,this paper excavates and analyzes the materials related to life education in the junior middle school seventh grade biology textbook published by Beijing Normal University,looks for the entry point of life education in junior middle school biology teaching,and finds that the textbook contains a large number of life education materials,and almost every chapter can carry out life education for students,so it is summarized here.Secondly,using the questionnaire survey method,taking the biology teachers and students of five rural junior middle schools in Nayong County,Guizhou Province as the survey object,this paper investigates the current situation of the implementation of life education in the biology teaching of rural junior middle schools and the current situation of students’ Outlook on life.The survey results show that:(1)teachers’ understanding of life education is not enough and their enthusiasm for life education is not high;(2)There are many factors,such as the high level of teachers’ life and professional education,which can not be optimistic;(3)The overall level of students’ Outlook on life is not high,and life education is lacking;(4)Most teachers and students agree to implement life education in biology teaching.In view of the above situation,combined with relevant theories and teaching practice experience,this paper summarizes the principles that should be followed in the implementation of life education,constructs corresponding teaching strategies under the guidance of the principles,and designs some teaching cases.Finally,using the experimental research method,two parallel classes are selected from the junior middle school classes to carry out the control experiment,and the teaching practice is carried out by using the strategies of biology classroom teaching,biology experimental teaching and carrying out biology extracurricular practical activities.The practice results show that there is a significant difference in the score of the outlook on life between the experimental class and the control class after infiltrating the practice of life education in junior middle school biology teaching,The score of the experimental class is significantly higher than that of the control class,and the level of life outlook in the experimental class has also been improved compared with that before life education.Based on the above research,it is feasible to implement life education in biology teaching in rural junior middle schools.The use of biology classroom teaching,biology experimental teaching and carrying out biology extracurricular practical activities can improve the level of students’ Outlook on life,have an impact on students’ life cognition,life attitude and life value,and improve students’ life consciousness to a certain extent.更多还原