Practical Research On The Development Of Nobel Prize Resources Towards The Core Literacy Of Biology

In January 2018,the Ministry of Education promulgated the General Senior High School Biology Curriculum Standard(2017 version)indicating that our country has entered the stage of educational reform which guided by core literacy.The New Curriculum Standard defines the core literacy of biology as the concept of life,scientific thinking,scientific inquiry and social responsibility,which requires students to actively participate in learning.Futhermore,students are required to develop the habit of scientific thinking,form a positive scientific attitude,develop lifelong learning,innovative practical ability in the process of asking questions,obtaining information,finding evidence,testing hypotheses and discovering laws.The Nobel Prize is the most famous award in the scientific field which promotes the development of human society.It also plays an important role in the progress of science,including Physics,Chemistry,Literature,Physiology or Medicine,Peace and Economics Award.And it represents the development and latest research achievements of the three natural sciences of physics,chemistry,Physiology or Medicine Every year,the Nobel Prize in Chemistry and Physiology or Medicine Prize lead the development of biology,which is of positive significance to the cultivation of biology core literacy of senior high school students.Therefore,under the guidance of humanistic theory,Bruner's theory of cognitive discovery learning,constructivism theory,this paper mainly carries out two aspects of research: one is theoretical research,which used literature research to study the core literacy of biology,Nobel Physiology or Medicine and Chemistry Prize.The second is practical research: firstly,the textbook analysis method is used to excavate the biology teaching value of the Nobel Prize,and the chapters in biology textbooks involving the Nobel Prize in Physiology or Medicine and the Chemistry Prize are summarized.Secondly,the questionnaire survey method is used to determine the experimental subjects.Then,the experimental research method is used to carry out teaching experiments which is teaching with Nobel-related contents in the experimental class and traditional in the control class.Finally,the data statistics method is used to deal with the data,combined with the interview results to form a conclusion.About the experimental results: the average scores of life concept,scientific thinking,scientific inquiry,social responsibility between the experimental group and the control group were 1.44,1.84,0.32,0.40 respectively,P = 0.049,0.014,0.639,0.361 respectively.The P value of the concept of life,scientific thinking and the basic situation of the Nobel Prize is less than 0.05,and there are significant differences.The P value of scientific inquiry and social responsibility is more than 0.05,and there is no significant difference.In terms of accuracy,the correct rate of questions 4,6 and 7 of the concept of life in the experimental group was more than 10% or even more than 20% higher than that in the control group;in terms of social responsibility,the rate of selecting A in the experimental group was more than 10% higher than that in the control group on questions 14 and 15.With regard to the interview results: the students with improved academic performance are interviewed in three aspects: the reasons for the improvement of academic performance,the help of Nobel Prize teaching to academic performance and other aspects,and it is concluded that Nobel Prize teaching increases the fun of learning,improves the enthusiasm of learning,helps students to form scientific thinking such as induction and deduction of hypotheses,etc.It also helps students form a correct view of science,a tenacious scientific spirit and a correct understanding of the relationship between discipline and technology.In summary,the author believes that the proper integration of the relevant contents of the Nobel Prize in Chemistry,Physiology or Medicine in the biology class of senior high school is of positive significance to cultivate students' core literacy of biology.It is mainly reflected in: the rational use of Nobel Prize research results in the classroom can enrich students' biological concepts,improve their basic biological structure system,and promote students to form a concept of life;the Nobel Prize research process into the classroom can cultivate students' scientific thinking such as induction and summary,hypothesis and deduction.The research significance of the Nobel Prize and the life experience of the winners can enhance students' scientific spirit,promote them to form correct scientific values,and cultivate students' social responsibility.