Research On The Strategy Of Nobel Prize Teaching Content To Cultivate The Core Quality Of Biology For Senior High School Students

“The Curriculum standard of biology in senior high school(2017 Edition)” puts forward that the purpose of biology curriculum in senior high school is to improve students' biological core literacy,so it is very important to integrate the cultivation of biological core literacy into biology teaching in senior high school.The purpose of this study is to sort out the contents of Nobel Prize in the teaching materials,excavate the typicality and the teaching value of it,and put forward the teaching strategy of cultivating the students' biological subject core literacy,so as to provide reference for teachers to develop students' biological subject core literacy in the teaching practice.On the basis of constructivism learning theory,PBL teaching mode and HPS education theory,this study uses literature analysis method to sort out the Nobel Prize contents directly presented and implied in textbooks of senior high school biology,and analyzes the teaching value of Nobel Prize contents in textbooks to cultivate students' biological core literacy,which is mainly reflected in: promoting concept understanding,cultivating students' life concept;learning Learning scientific methods,cultivating students' scientific thinking;learning scientific inquiry process,cultivating scientific inquiry ability;discussing social scientific issues,cultivating students' sense of social responsibility.The value of teachers' professional development is mainly reflected in: improving teachers' professional knowledge level,broadening teachers' professional vision,guiding teachers to focus on the hot areas of life science research.In this paper,the attention of middle school students to the Nobel Prize and the current situation of teachers using the Nobel Prize content in teaching materials to cultivate the core literacy of biology are investigated.Spss22.0 software package was used to deal with the survey data,and the current situation of the teaching of cultivating the core quality of biology subject by the content of Nobel Prize was analyzed.The case study method is used to select three contents of Nobel Prize in teaching materials as cases for teaching case design.The results show that students don't know enough about the contents of NobelPrize,the main channels are Internet,magazines,etc.,and they lack the consciousness of learning the frontier knowledge of biological science actively.Many teachers ignore the content of Nobel Prize in teaching materials and think that the purpose of explaining the content of Nobel Prize in teaching materials is only to stimulate students' interest in learning.In the actual teaching,only the minority of teachers can integrate the cultivation of the core literacy of biology into each class.There are still many teachers who have not designed the teaching objectives of each class from the perspective of cultivating the core literacy of biology.Statistical analysis shows that there is no significant difference in the four dimensions of understanding the core literacy of biology,cognition of the Nobel Prize content in teaching materials,and the way of dealing with the Nobel Prize content in teaching materials(p>0.05).Compared with the ordinary middle school teachers,the demonstration school teachers have a deeper understanding of the core literacy and the content of the Nobel Prize,and the teaching methods of the Nobel Prize content related to the teaching materials are more appropriate,with a significant difference(p< 0.05).According to the above findings,three teaching strategies are put forward: for the Nobel Prize content suitable for students' inquiry learning,situational creation,question string and task-driven teaching strategies are mainly adopted;teachers divide teaching tasks according to teaching objectives and Nobel Prize content before class;in class,based on Nobel Prize content,create teaching situations,and guide students to complete the pre-set questions string The teaching task is to achieve the teaching goal of the class;the Nobel Prize content that conforms to the social science topic adopts the teaching strategy of introducing the social science topic.Before the class,the students are divided into several groups.Before the class,the groups consult the materials,make PPT,select the representatives of the small groups,explain the students' representatives in the class,guide and supplement the teachers properly,and interact with teachers,students and students Dynamic exchange and discussion,and finally complete the task one by one to achieve the teaching goal;supplement the Nobel Prize content of textbook knowledge to adopt the guiding independent learning strategy,before class,the teacher issues reading materials,puts forward the learning requirements and learning goals,students self-study reading materials according to the requirements of teachers,complete the thinking questions,in class,studentsexchange and discuss,teachers and students summarize together,teachers timely display the practice Question,students consolidate practice.Finally,choose the content of Nobel Prize in the textbook to design three teaching cases according to three teaching strategies.