Based On The Analysis Of Biological Questions In The National Unified Test Paper To Explore How To Use Social Hot Spots To Biology Teaching In High School

Social hot spots refer to the social focus issues that have attracted the attention of the vast majority of people in a certain period and a certain region.The proposition of college entrance examination keeps pace with The Times,and the hot issues in the subject society often become the important material background for the proposition,so as to test the students' ability to independently acquire and process knowledge information in the new situation,as well as their mastery of corresponding knowledge.At the same time,it is pointed out in the Biology Curriculum Standard of Senior High School(2017 edition,2020 revision)(hereinafter referred to as the New Curriculum Standard):Focus on students to adapt to the need of social development and individual life,from the concept of life,scientific thinking,scientific inquiry,and social responsibility aspects of students' subject development core quality.Among them,the social responsibility clearly emphasizes that students should pay attention to and participate in the discussion of biological issues in social hot spots and make rational judgments.Therefore,using social hot spots to carry out biology teaching in senior high school is not only helpful to improve teaching quality,but also can enhance students' sense of social responsibility,which has important practical value.This paper uses literature research,comparative research and case analysis.The score setting,test type,score proportion,test content and other aspects of social hot spots(taking virus as an example)related test questions in the national new curriculum standard paper integrated biology test questions during the five-year period from 2016 to 2020 were analyzed.Combined with the influence of social hot spots on the examination of biology tests in the new curriculum standard of China and the experience of teachers in the front line,this paper gives some cases of using social hot spots to carry out biology teaching in middle schools,and puts forward some effective teaching strategies.Based on the analysis of social hot spots(virus)related exercises in the biology test papers of the new curriculum standard in recent five years,it can be known that:Due to the outbreak of SARS-Co V-2,in the national new curriculum standard paper integrated biology test questions in 2020,all the questions related to virus have been examined,and they have reached the maximum proportion of questions related to viruses in the last five years of the corresponding test paper.National ? highest volume accounted for23.33%,followed by the national ? volume accounted for 13.33%,the first three average virus related knowledge has been the national ? volume,in 2020,the virus related questions also accounted for 6.67%.Further research found that the questions related to "SARS-Co V-2" were all multiple-choice questions with low difficulty.The purpose is to enable students to pay attention to and participate in the biological issues of social hot spots,master the transmission mode of SARS-Co V-2 and its effective means of prevention and control,which reflects the importance of the new curriculum standard to social hot spots.Under the guidance of "New Curriculum Standard",combined with the experience of my own front-line teachers,I sorted out the newly added "social hot spots" in the textbook of pep Edition.This paper gives a case of using social hot spots to carry out biology teaching in middle school(including new lessons and thematic review lessons),and puts forward teaching strategies in a targeted way:Pay attention to research "new curriculum standard",pay attention to social hot spots;Pay attention to the content of textbooks and integrate into social hot spots;Pay attention to the classroom teaching links,flexible use of social hot spots;Pay attention to the study of college entrance examination questions,pay attention to the changes of examination caused by social hot spots.It is expected that this study can provide a valuable teaching reference for the majority of front-line biology educators,so as to jointly improve the teaching quality and cultivate students' core quality of biology.At the same time,it is hoped that this research will become a new direction to improve the research level of teachers.