Research On Teaching Design Based On The Cultivation Of Core Literacy In High School Biology

In order to implement the fundamental tasks of Morality Education,vigorously promote the reform of the general high school curriculum,and continuously improve the quality of high school education in China,on January 5,2018,the Ministry of Education of China issued the relevant curriculum standards for the general high school curriculum and language(2017).The notice of the year edition),the curriculum standard officially stipulates that the teaching of high school is aimed at cultivating students' core literacy.For the biology department,the core curriculum of the new curriculum standard,namely,the concept of life,scientific thinking,scientific inquiry and social responsibility,is the basic requirement of teacher teaching.As an important form of knowledge transfer,ability training,and literacy training,teaching should enable students to tap and play their potential while gaining knowledge,and improve their problem-solving skills.Scientific and rational teaching design is the key.This paper studies how to align the target with the ability goal,how to combine the teaching design with the core literacy requirements,and use literature research,case analysis and other methods to learn the curriculum from the perspective of teaching design.Based on the core competencies and related performances of the disciplines,referring to the grade requirements of the students' academic quality standards in the curriculum standards,and referring to the relevant literatures on core literacy cultivation at home and abroad,the problems in the current teaching design are summarized.That is to say,teachers have insufficient understanding of the teaching objectives and functions,and the target design is unreasonable;the inappropriate selection of teaching strategies,neglecting the students' subject status and lack of flexibility;the classroom questioning design is not instructive,and the problem function is not effectively played.In addition to the inadequacies in teaching design,the problem-solving method is proposed and expanded,and several strategies are summarized.That is,pre-school analysis should consider the decision-making of the students,and analyze from the perspective of the students;the teaching objectives are based on the goals.Horizontal step-by-step presentation;the selection of teaching strategies should be guided by the cultivation of students' ability and flexible selection;the choice of media should control the use time and frequency of media according to the actual situation needs;diversify the evaluation of students and effectively promoteauthor designs the teaching case with life concept and scientific thinking as an example,hoping to provide teachers with reference suggestions for teaching design and teaching implementation based on core literacy.This paper is mainly composed of five parts:The first part is the introduction,which mainly introduces the research background of this paper,which is the research of the core literacy of the discipline and its research status,and establishes the research significance of this paper,and further establishes the research methods and main research contents.The second part is the theoretical research part,which mainly expounds the connotation of teaching design,core literacy,core literacy of high school biology,establishes the theoretical basis of this study,and provides the basis for the subsequent teaching design research based on the core literacy cultivation of biology.The third part is to conduct a more in-depth study on the teaching design based on the core literacy cultivation of biology,summarize the problems in the existing teaching design,and propose the problem-solving method from the five links of teaching design.The fourth part is based on the implementation strategy of the teaching design of the core literacy cultivation of biology.Taking the cultivation of life concept and scientific thinking as an example,the case design of teaching design is carried out by the evolution of biology and the transformation of nutrients in the organism,together as a follow-up creature.The course teaching design provides a reference.The fifth part is the research results and suggestions.It mainly summarizes the research conclusions of this paper,points out the shortcomings in the research,and points out the direction for the follow-up research.