Investigation And Research On The Core Literacy Of High School Biology

On January 5,2018,the Ministry of Education officially issued the "Standards for Senior High School Curriculum Programs and Languages(2017)Edition,which marked the beginning of China's basic education reform into a new era of core literacy,and the core literacy was officially written for the first time.Into the curriculum standards,to become the starting point and the general grasp of the teaching activities under the new curriculum reform,began to play an important role in the teaching objectives.At the same time as the new curriculum standard was promulgated,specific requirements were also placed on the core literacy of the disciplines.Biology is a basic discipline in the field of natural sciences,and it is the science of studying the phenomena of life and the laws of life activities.The core literacy of the discipline is an important manifestation of the value of the subject's education.The core literacy of the high school biology department includes four parts: life concept,scientific thinking,scientific inquiry and social responsibility.The core literacy of the high school biology department is formulated with the focus on the future development of students and the needs of the real world.It fully embodies the educational value of the biology department.Therefore,it is particularly important to carry out an accurate and scientific assessment of the current development status of the core literacy of high school biology teachers and high school students in the Department of Biology,and to carry out scientific development of follow-up teaching activities.This thesis consists of five parts,which are introduction,literature review,development status and problems of core literacy of biology,cultivation strategy of core literacy of high school biology,conclusions and prospects.The introduction part includes the purpose and significance of the research,the research status,and research methods.The thesis first studies the core literacy of core literacy and biology,and analyzes the relationship between the two.Through research,it is found that there is no unified interpretation of core literacy in academia,but there are generally some consensuses: First,core literacy is an indispensable character and key ability for everyone in the 21 st century.Second,core literacy It is a comprehensive,key ability and way of thinking,different from the three-dimensional goal;third,the cultivation of core literacy is not done overnight,and its cultivation has no end,running through people's life.The interpretation of the core literacy of biology has been finalized,namely,the concept of life,scientific thinking,scientific inquiry and social responsibility.There are two main views on the relationship between the two: one is that the core literacy of the discipline is the literacy of the discipline,which is different from the core literacy,has the characteristics of its own discipline,and is dependent on the core literacy;the other considers that the core literacy is The collection of core literacy of many disciplines is the relationship between total and sub-integration,and overall and partial.Secondly,through the questionnaire survey and teacher interviews conducted in the middle school internship stage,SPSS20.0 was used for data collation and analysis.The questionnaire about students is divided into five dimensions: basic situation,life concept,scientific thinking,scientific inquiry,and social responsibility.Teacher interviews are divided into four themes: occupational quality,teaching methods,evaluation methods,and teaching suggestions.The information fed back from the statistics is not difficult to find: the current teaching methods of high school teachers are still based on traditional teaching style.In the classroom,teachers are still the dominant and main body,students are only passive knowledge recipients,and the college entrance examination is still a teaching activity.The guiding baton,the test scores still have an unshakable position in the teaching evaluation.The core literacy level of the students' overall biology department is generalized,but the performances of different dimensions are different.Among them,the dimension of scientific inquiry is the worst,and the social responsibility dimension is the best.The survey found that in the case of high school biology classrooms,the teachers also actively introduced the inquiry classroom,flip classroom,and PBL teaching mode to train students' scientific inquiry ability and thinking flexibility to train students.The teaching purpose of the core literacy of biology.Finally,in response to the questions raised,scientific teaching suggestions and feasible teaching strategies are provided to help teachers and students grow together.The teaching strategy includes two aspects,namely,the “localization” of the core literacy of the biology department and the transformation of the teaching mode,and the “4+1” mode teaching.The "localization" process of the core literacy of biology discipline must have three persistences: adhere to the nature of education in China and the fundamental task of education-Lide Shuren,adhere to the "localization" to adapt to local conditions,promote innovation,adhere to scientific and national nature;change education The concept of “4+1” mode classroom teaching,in which “4+1” refers to life,growth,generative,life and innovation.Through the above two teaching suggestions,in order to help develop and develop the core literacy of the student biology department,it will contribute to the education of the region and even our country.