Practical Research On Integrating Science Popularization Into Biology Teaching In Senior High School

The results of the 11 th Chinese citizens' scientific literacy survey show that the scientific literacy level of Chinese citizens is in a difficult rising stage.In order to adapt to the requirements of the development of The Times,the core quality of biology arises as The Times require.The integration of science popularization into teaching is conducive to the realization of teaching effect.In this context,this paper is committed to the deep integration of science popularization and teaching,in order to explore the influence of science popularization and teaching on students' scientific literacy level and the level of discipline core literacy.In this paper,the literature research method is adopted to review the development of popular science at home and abroad and the practice of popular science teaching.The following conclusions are summarized :(1)the achievements and problems of popular science work in various countries;(2)Characteristics,methods,principles,effects and deficiencies of integrating science popularization into teaching at home and abroad.In addition,this paper adopts the form of questionnaire and interview to carry on the regional investigation and research on the problems related to the integration of science popularization into teaching.On the basis of literature and research,based on the theory of cognitive-developmental learning,this paper analyzes the principles,methods and approaches of integrating science popularization into high school biology teaching.Taking Molecular and Cell,a required biology course in high school as an example,this paper completes the teaching case design based on the integration of science popularization and carries out teaching experiments.Two parallel classes were selected as the control class and the experimental class.The control class adopted the traditional teaching mode,and the experimental class adopted the teaching mode integrating science popularization.After the teaching cycle is completed,students' learning satisfaction,biological science literacy level,biology core literacy level and course scores are evaluated through interviews,questionnaires and exams,and data analysis is also conducted.The results show that most students can accept the teaching mode integrating science popularization;The scientific literacy level and achievement of the experimental class students are obviously better than that of the control class,and there is no significant difference in the core literacy level of biology between the two classes.The results of this study show that integrating science popularization into high school biology teaching can help increase students' interest in learning,improve students' scientific literacy level and academic performance.This study can provide reference for the deep integration of science popularization and teaching,and provide reference for the future research on improving students' scientific literacy level and core literacy level of biology discipline.