A Research On The Optimization Design Of Guidance Case In High School Biology Teaching Under The Context Of Core Literacy

To enhance the quality of China's education and implement Rucker Shuren fundamental task,in September 2016,the Ministry of Education formally promulgated "Core Competencies and Values for Chinese Students' Development",which places the "Core Literacy" in the basic position of deepening the reform of the school curriculum.It can provide a new perspective for the optimization design of Guidance case.Taking the core accomplishment of biology as the theoretical starting point of Guidance case design,not only the center and goal of Guidance case design can be clearly defined.At the same time it can enrich the theoretical system of Guidance case and promote the disciplinary research of core literacy to a certain extent.On the basis of reading a large number of literatures,periodicals and books,this paper mainly carries out the theory and practical cases of Guidance case design.This article takes the Guidance case as the research object,and investigates problems of high school biology guidance case by investigating its design and application status.Then,according to relevant pedagogy and educational psychology theory,this paper puts forward some feasible optimization principles and strategies for the Guidance case,and designs two specific Guidance cases.Finally,by applying the new Guidance cases to teaching practice,we hope to understand the effect of the new guidance cases,so as to better play the role of the guidance cases in the high school biology teaching and improve the teaching efficiency.The full text is divided into five chapters: The first chapter detailedly discusses the research background,research purpose,significance and the current situation of research at home and abroad.The second chapter mainly defines the core concept of this paper,and expounds its theoretical basis from the aspects of the theory of Multiplelntelligences,the theories of Constructivism,the theories of Positive Psychology and Ausubel's Meaningful Learning Theory.The third chapter,combining with the practice and the experience of my biology teaching in the high school,investigates the applications status of the guidance case in high school biology teaching and finds out some problems of the design through student questionnaire surveys and teacher interviews.The fourth chapter,supported by relevant theories,explores the optimization design principles of high school biology guidance case: the principle of subjectivization,the principle of problemization,the principle of situationalization,the principle of systematization,the principle of hierarchy,and puts forward feasible optimization strategies from six aspects: learning objectives,learning difficulties,independent preview,cooperative inquiry,detection part and reflection evaluation.In the fifth chapter,according to the principles and strategies summarized above,the author chooses "Inorganic in Cells" and "Genes on Chromosomes" to design two specific Guided cases as the research results,then uses Classroom Observation and Student Interviews to analyze the effect of the new guidance case in teaching practice.Finally,the paper summarizes the research results and puts forwards further efforts.