Practical Research On Integrating Frontier Knowledge In High School Biology Teaching

?General High School Biology Curriculum Standards(2017 Edition)?puts forward:we must focus on the development of students,core literacy,and timely update the teaching content and discourse system according to new changes in economic and social development and new achievements in scientific progress.This shows that our country attaches importance to the integration of frontiers of disciplines and teaching.Therefore,incorporating frontier knowledge into the teaching of biology classes can not only allow students to understand the latest developments in biological research but also cultivate their core literacy.Based on understanding the relevant literature,?General High School Biology Curriculum Standards(2017 version)?and the People's Education Press edition of the high school biology textbook,the author clarified the current status of frontier teaching at home and abroad and defined the frontier knowledge of biology and core literacy of the biology.Through a questionnaire survey on students and teachers in some sophomore classes of Tong Liang No.1 Middle School in Chongqing,we learned the current status and problems of the integration of frontier knowledge into biology teaching.The analysis of the questionnaires of teachers and students found that most teachers were very interested in frontier knowledge and think that frontier knowledge,to some extent,could help in developing students' core literacy.But mainly due to the pressure of the college entrance examination,teachers had no time to teach any of that.Students were very interested in frontier knowledge,expecting teachers to teach more.Given the current situation,the author carried out practical research on frontier teaching in the students of two sophomore classes of Tong Liang No.1 Middle School in Chongqing City.One of the classes implemented regular teaching,as the control group.The other class acted as an experimental group,adding the teaching of frontier knowledge.Through the practice of a semester,using questionnaires,tests and observations,the experimental class and the control class were analyzed and compared,including changes in learning interest,learning motivation,classroom performance and academic performance.It was found that there was no significant difference in learning interest,learning motivation,learning performance and classroom performance between the experimental class and the control class before the experiment(P> 0.05).After the experiment,there was a significant difference in the learning interest and motivation of the experimental class and the control class(P <0.05),and the learning interest of the experimental class students was significantly higher than that of the control class;besides,the biology exam performance of the experimental class had also increased to a certain extent.And also,students of the experimental class performed better in the classroom.Experiments showed that the integration of frontier knowledge into high school biology teaching is conducive to the cultivation of students' learning interest and motivation,and it also promotes students' classroom performance and learning achievements to a certain extent.According to the questionnaire survey and teaching practice,the author sorted out some of the frontier knowledge and proposed the principles and strategies for integrating frontier knowledge into biology teaching.The principles included(1)scientific principles;(2)relevance principles;(3)moderation principles;(4)the principle of appropriateness;(5)the principle of education.The strategies included(1)as a material for introductory lessons;(2)as a compilation of after-school exercises;(3)as a supplement to the content of the textbook;(4)as a material for training students' core literacy.Finally,the author summarized this study and pointed out the shortcomings,hoping that more scholars will invest in the research of frontier biology teaching,and provide references for high school biology teachers.