Analysis Of The Strategies Of Improving The Biological Core Literacy In Biology Experiment Teaching In Senior High School

With the rapid development of basic education,China has entered the era of all-round revitalization of education.The teaching standard based on the cultivation of core literacy puts forward higher requirements for the breadth and depth of teaching reform.Experimental classroom teaching is a key link in the teaching and research of life science in senior high school,and it is the key to cultivate students' core literacy of biology.However,due to the constraints of laboratory prerequisites and operating procedures,experimental classroom teaching does not play an applied role in students' core literacy of biology.Therefore,it is necessary for the majority of biology teachers to actively emancipate their minds,give full play to the spirit of reform and innovation,and vigorously explore new teaching methods of experimental courses,so as to open up new ways to improve students' core literacy of biology.Taking the classroom teaching of biology experiment in Zouping senior high school as the research object,this paper carries on the construction and effect analysis of the strategy to improve students' core literacy of biology.The research expounds the research background of bioscience literacy from four angles: the reason of this topic,the status of scientific research at home and abroad,research significance and research methods.On the basis of expounding the basic theories such as constructivist learning theory,this paper interprets the concept of the subject,and focuses on the four aspects of the core literacy of biology and their relevance,so as to provide theoretical support for the full implementation of the core literacy of biology in experimental teaching.The four levels of the core literacy of biology include the concept of life,scientific thinking,scientific inquiry and social responsibility.The four levels need to be integrated in the implementation of the curriculum content to jointly promote the improvement of students' biological literacy.Therefore,it is necessary to distinguish the relationship between the four,otherwise it is easy to separate the four in the teaching process and lose the significance of the core literacy education.Biology experiment teaching in senior high school should take the cultivation of middle school students' core literacy of biology as the benchmark,guide students to control the basic knowledge and ability of biology,and finally establish a correct view of life,develop scientific thinking habits,control the thinking of scientific inquiry,and assume social responsibility.The students and teachers of 5 senior high schools in Zouping were investigated and interviewed in the form of students' questionnaires and teacher interviews to investigate and analyze the current situation of the core literacy of biology experiment teaching in senior high schools.The result of the questionnaire survey shows that the students' recognition rate of the concept of life is 54.9%,while only 58.3% of the students can well understand the concept of steady state and balance.Only 78% of the students pay attention to the cultivation of their own scientific thinking in their study and life,and 94.6% of the students can actively and automatically cultivate the ability of scientific inquiry,while85.3% of the students think that the ability of scientific inquiry is of great significance to their future study and life.90.5% of the middle school students have a full understanding of social responsibility,and 87% of the students are more willing to try exploratory experiments.Therefore,there are still some limitations in students' understanding of the deep significance of the core literacy of biology,which may have a lot to do with students' current knowledge level,age characteristics,mode of thinking and so on,which requires teachers to fully understand the learning situation.master the existing students' cognitive model and guide the analysis from different levels and different angles.Through the interview with the front-line teachers,this paper investigates the teachers' cognition of the core literacy of biology and the train of thought of cultivating the core literacy in experimental teaching,so as to find reasonable evidence for the research of biological experimental teaching.Finally,through the research on the design,operation and evaluation of three experimental teaching cases,such as "exploring the influence of environmental factors on the rate of photosynthesis".In order to cultivate students' biological core literacy,this paper explores new ideas and new methods of biological experimental teaching based on the reality of experimental classroom teaching.Makes a summary and explanation from five aspects: changing the experimental type as an inquiry experiment,paying attention to the creation of the situation before the experiment,looking for multiple inquiry points,innovating materials and experimental devices,and guiding students to analyze the experimental process.This study comprehensively uses the methods of literature research,questionnaire survey,case analysis and other research methods,under the guidance of relevant theories,combined with specific experimental teaching cases,to study the current situation and improvement strategies of biological core literacy of senior high school students.The research results can provide teaching and research references for senior high school biology teachers and promote the substantial improvement of biology education in senior high school.