目 录
摘要……………………………………………………… I
Abstract…………………………………………………. II
1 绪论……………………………………………………. 1
1.1研究背景……………………………………………. 1
1.2研究的目的及作用…………………………………….. 2
1.2.1课题研究的目的…………………………………. 2
1.2.2课题研究的意义…………………………………. 2
1.3研究现状……………………………………………. 3
1.3.1当前国外研究状况……………………………….. 3
1.3.2国内研究现状…………………………………… 5
1.4研究方法……………………………………………. 6
2 理论概述………………………………………………… 7
2.1生命教育概述………………………………………… 7
2.1.1生命………………………………………….. 7
2.1.2生命教育………………………………………. 7
2.2生命教育的主要内容…………………………………… 9
2.2.1生命健康教育…………………………………… 9
2.2.2生命安全教育…………………………………… 9
2.2.3心理抗挫教育…………………………………… 9
2.2.4生死教育……………………………………… 10
2.2.5和谐教育……………………………………… 10
2.2.6生命价值教育………………………………….. 11
2.3生物教学中开展生命教育的优势…………………………. 11
2.3.1认识生命，敬畏生命，爱惜生命层层面面。…………… 12
2.3.2生活心态教学层面………………………………. 12
2.3.3认识人与自然层面………………………………. 13
3.中学生物教育进程中进行生命教育的现实情况…………………… 14
3.1调研目标…………………………………………… 14
3.2调研素材…………………………………………… 14
3.3调研问卷规划……………………………………….. 14
3.4调研数据剖析……………………………………….. 14
3.4.1中学生学习生命知识的心态……………………….. 14
3.4.2中学生学习生命知识的来源……………………….. 15
3.4.3中学生接纳生命教育的实际状况……………………. 17
4 中学生物教学过程中进行生命教育的措施探究…………………… 21
4.1拟定的根据…………………………………………. 21
4.1.1紧密关联新课程规定…………………………….. 21
4.1.2满足学生成长的需求…………………………….. 21
4.1.4听取相关专家及老师的提议……………………….. 22
4.2生物课程标准的要求………………………………….. 22
4.2.1对生物新课标的解读…………………………….. 22
4.2.2解读生物新课标中的生命教育……………………… 25
4.3中学生物学教学中实施生命教育的建议……………………. 37
4.3.1把握中学生自身特点注重因人施教………………….. 37
4.3.2提高教师在生命教育中的教师素养………………….. 38
4.3.3合理分配教师的情感资源…………………………. 39
5.结论与展望……………………………………………… 40
参考文献…………………………………………………. 41
摘要
著名教育学家陶行知提出教育的实质是培养有生命的人，让生命指导生命，生命感化生命。自从一个人出生的那一瞬间起，就开始接受多种多样的教育，因为得到了教育的灌溉，生命开始不停地进步和成熟，这种教育通常为学校教育。在时代不断改变的情况下，经常性发生未成年的自杀和被害事件，这使得社会人们高度关注和反思这个问题。在很长的时间里，学校侧重于发展青少年的智力教育，对学生在生活上的培养与关心不足，不重视学生的心理健康发展，以致于造成学生不爱惜自己的生命。自1990年开始许多学者逐渐将生命教育也作为重要的教育研究方向，重新唤回人们对生命的热爱，敬畏生命，养成健康阳光的生活心态。
当代教育的发展，在关注学生的生活世界的基础上进行教育，走入学生的心理世界，宣传珍爱生命、健康生活的理念，让学生发现并成就自我价值，在教育改革提出以人为本，使学生得到全面发展，其实质和生命教育的是一致的。因此，在当代教育中，生命教育扮演着不可缺少的角色。
生物学是一门探索人的身心结构和存在属性的科学。所以在对学生进行生命教育得的时候，生物课就占了很大的好处。我国正在进行新课程改革，文章就前人在生命教育已取得的研究成果上，笔者根据我国当前的教育状况，探究和分析学生生物课程的生命教育。在翻阅了许多的文件书籍后，探究当前世界生命教育的情况，利用问卷调查法去探究中学生生命教育的状况，总结探究的结果;然后参考以前学者或者专家研究的经验和途径，笔者主要利用教学案例法，使用中学生物课程能够进行生命教育的资料，从解析中学生物新课程开始，主要对中学生物教学中的生命教育的四个角度进行探究：教学目标、课程内容、教材的设计和课程实施;笔者的看法是人文精神是生命教育的主要部分，“爱”体现是生命教育的核心。在中学课堂中进行生命教育，主要还是取决于教师这方面素质的提升。
生命教育存在于课堂教学的任何时刻。作为一名生物教师要擅长发现生命教育资料，恰当地运用资料对学生进行生命教育。希望本文对生命教育的研究能给予中学生物教学参考。
关键字：生物教学 生命教育 生物课程标准
Abstract
Tao Xingzhi, a famous educationist, puts forward that the essence of education is to cultivate people with life, to guide life with their lives, and to change their lives. Since the moment of birth, people began to accept a variety of education, because of the irrigation of education, life began to constantly improve and mature, this education is usually for school education. In the case of the changing times, the frequent occurrence of underage suicides and victimization, which makes people pay close attention to and reflect on the problem. For a long time, the intellectual education school focuses on the development of young people, lack of and care for the students in life, do not attach importance to the development of the mental health of students, so that students do not cherish my life. Since the beginning of 1990, many scholars gradually life education education as an important research direction, to evoke fear of life and love of life, develop a healthy, sunny life mentality.
The development of contemporary education, focusing on the life world of students on the basis of education into the students’ psychological world, cherish life, promote the concept of healthy life, let the students find and achieve self value in the education reform, put forward the people-oriented, to make students get all-round development, is consistent with the essence of life education and the. Therefore, life education plays an indispensable role in modern education.
Biology is a science to explore the structure of mind and body and the existence of human being. So in the life of the students to get the time, the biological class accounted for a lot of benefits. The new curriculum reform is being carried out in our country. On the basis of the previous research results of life education, the author explores and analyzes the life education of students’ biology curriculum according to the current educational situation in our country. Read a lot of books in the file, and probe into the world of life education, to explore the life education of middle school students by questionnaire survey situation, summarize the research results; and then with reference to the previous scholars or experts to study the experiences and ways, I mainly use the case teaching method, the use of high school biology curriculum to carry out life education information. From the beginning of the new curriculum of middle school biology, to explore four aspects of biology teaching in middle school life education curriculum design and teaching objectives, curriculum content, teaching material; the author’s view of humanistic spirit is the main part of life education, “love” is the core of life education. The life education in the middle school classroom mainly depends on the improvement of teachers’ quality.
Life education exists at any time in classroom teaching. As a biology teacher, we should be good at discovering the life education materials and using the data to carry on the life education to the students. It is hoped that the research on life education in this paper can give reference to biology teaching in middle school.
Key words: biology teaching; life education; biology curriculum standard
