The concept of life is one of the core qualities of biology. Its connotation is people's understanding and views on the whole observed life, and it is an abstraction after explaining life phenomena and their relationships, such as the concepts of structure and function, evolution and adaptation, steady state and balance, matter and energy, etc.

The curriculum standard requires "to establish the concept of life, to be able to explain life phenomena and life world with this concept, and to be willing to explain and expound these concepts to others", which means that students should not only form these life concepts on the basis of mastering the knowledge of biological concepts, but also require students to understand life world and explain life phenomena with life concepts.

1. Structure and function view

The concept of structure and function includes two meanings: first, a certain structure must correspond to a certain function; Second, any function needs a certain structure to realize.

For example, the structure of synapses. Because synaptic vesicles are distributed in the anterior process membrane, neurotransmitters can only be released from the presynaptic membrane to the synaptic space and act on the postsynaptic membrane, which determines that excitement can only be transmitted from the presynaptic membrane to the posterior process membrane between nerve cells, and the transmission direction is unidirectional.

The number of glycoprotein on the cell membrane of cancer cells decreased, and the adhesion between cells decreased. This structural change leads to the characteristics that cancer cells are easy to spread.

DNA is double-stranded, and the sequence of base pairs is ever-changing. These structures determine that DNA is stable and can be used as genetic material to store a large amount of genetic information.

Infiltration, structure and function in teaching help students to better understand the causal relationship in life. For example, when students study mitosis, they can think about the following questions: 1. In the process of cell division, chromosomes exist indirectly in the form of chromatin, and when they divide, they form rods-chromosomes? 2. Why do nucleoli disappear in the prophase of cell division?

Guide students to connect the structural changes of cells with their functional requirements, so that students can not only know why, but also know why in the process of learning mitosis, and deepen their understanding of the process.