High School Biology Textbook Research Based On Life Concept

In order to meet the challenges of the 21 st century,At the end of the 20 th century,the OECD pioneered the concept of "core literacy".Subsequently,various countries and regions have started the study of core literacy.The construction of China's "core literacy" is closely related to the background of globalization.In 2017,the Ministry of Education promulgated the Standards for the Curriculum of Biology in General Senior Middle Schools,which put forward the core literacy of biology disciplines.Among them,the concept of life is the sign and key of core literacy in biology,and it is the dimension with the most disciplinary characteristics.The concept of life is based on conceptual learning,which depends on teaching materials.Therefore,it is of great significance to carry out research on high school biology textbooks based on the concept of life.In the fall of 2019,the human textbook of general high school biology textbooks was officially used.The human textbook revision was centered on "developing the core literacy of students in biology and fully implementing the value of educating people",and fully implementing the requirements of curriculum standards.Therefore,the author selects the "Molecule and Cell" module of the new senior high school biology textbook as a research object to analyze the concept of life contained in the textbook.This article will examine: What is the concept of life? How is the concept of life in textbooks reflected? How should teachers use newcomer textbooks in senior high school biology textbooks to develop students' concepts of life?This article summarizes and analyzes the status of core literacy and life concepts at home and abroad by using literature research methods.On the basis of consulting a large number of documents and materials,the intension of the concept of life was studied in depth,and the concept of life was divided into three levels: microscopic life,macroscopic life and systematic life.Enrich the theoretical system of life concepts and deepen the understanding of educators on life concepts.As for the study of textbooks,this article starts from the static and dynamic research of textbooks.The static study of textbooks uses content analysis to compare and analyze textbooks from the macro level and the micro level,and presents the concept of life on the first page of chapters,in the discussion of issues,in the content of knowledge,in the exercises,Presented in the summary of this chapter and detailed analysis in the illustrations,to explore the anchor points of the concept of life in high school biology textbooks to guide the teaching.The dynamic analysis of textbooks uses case analysis to analyze excellent teaching cases,and design teaching cases to explore how to play the basic role of textbooks,implement the concept of life,and then achieve teaching goals and develop core literacy.Based on the theoretical research of the concept of life and analysis of textbooks,the author puts forward five teaching suggestions:(1)attach importance to the use of new textbook resources and play the role of textbooks;(2)the teaching goals should be based on core literacy;(3)deep understanding Core literacy,deep excavation of textbook content;(4)create realistic situations,pay attention to the use of knowledge;(5)pay attention to concept teaching,and form a cognitive structure.This article hopes to provide a reference for teachers to use newcomer high school biology textbooks to develop students' life concepts.