Research On The Conversational Teaching Method Of Senior High School Biology Based On Students’ Key Competency

From the perspective of core literacy,the high school biology course expects students to understand the necessary biological knowledge,to understand the perspectives and methods of scientists in the process of experimental inquiry,and to acquire the thinking and ability to solve problems from a biological perspective.This guides complex activities in social practice.The core literacy answered "what kind of people to cultivate",and there is still room for what teaching methods to cultivate.Since the educational reform introduced the concept of dialogue into the classroom in 2001,dialogue teaching has been used as a teaching method to cultivate students’ independent personality,self-consciousness,critical thinking and problem awareness.After years of theoretical research and practical exploration,it has now yielded fruitful results.However,in practical classrooms,the effect of dialogue teaching is still not good.The purpose of this study is to implement dialogue teaching with the core literacy as the goal.Based on the current situation investigation and literature research,analyze the inefficient causes of dialogue teaching and the corresponding countermeasures,design lessons for practical research,and then design the student self-evaluation form.Detection.Therefore,this research has certain theoretical and practical value for the research on dialogue teaching and core literacy.This article consists of five parts.The first part introduces the background and significance of the research and the current status of researches at home and abroad on dialogue teaching methods.The second part summarizes the dialogue teaching method and core literacy,and summarizes the relationship between the two.The third part is a questionnaire survey and analysis of the causes of inefficiency in the implementation of the dialogue teaching method based on the core literacy of biology.The fourth part proposes strategies based on literature research and case analysis.The fifth part explores and reflects on the four cases in the high school biology textbook for human education,and puts forward relevant teaching suggestions.The sixth part is the conclusion and outlook.After the above research,the conclusions of this paper are as follows:First,enrich the connotation of dialogue teaching from the perspective of core literacy,explore the relationship between dialogue teaching and core literacy,and prove that dialogue teaching is an effective way to cultivate students’ biological core literacy from three perspectives:self,others,and society.Secondly,through literature survey and practical research,to understand the current implementation of dialogue teaching,and to analyze the causes of ineffectiveness and countermeasures from the perspective of core literacy.Third,with core literacy as the goal,practice research is carried out with strategies such as question string generation dialogue,student case-assisted student dialogue,role-play to promote student dialogue,and dialogue in the history of science.And through the analysis of student self-evaluation forms and written test scores,the results show that the core literacy-oriented dialogue teaching method has a positive effect on students’ life concepts,scientific thinking,scientific inquiry,social responsibility and essential qualities.