Question Group Design And Practical Research Based On The Core Literacy Of High School Biology Subject

With the continuous advancement of the new curriculum reform,it is required to improve the cultivation of students' comprehensive ability.The "General High School Biology Curriculum Standards(2017 Edition 2020 Revision)" takes the core literacy of the subject as its purpose,covering the four elements of life concept,scientific thinking,scientific inquiry,and social responsibility.Cultivating the core literacy of biology has become the goal of biology teaching.However,the existing high school biology question group pays more attention to the mechanical examination of knowledge,and students' abilities cannot be well developed,which is contrary to the concept of curriculum reform.Therefore,it is necessary to implement and develop the core literacy of high school students' biology subject through question group design and practice.First of all,the author defines the question group and question group design through the literature method,summarizes the current status of the question group design based on core literacy,and lays the theoretical foundation for this research through literature study: constructivist learning theory,recently Development zone theory,etc.Secondly,through the questionnaire,the author understands the students' perceptions of the type and content of the question group,and through interviews with three teachers of the sample school,to understand the current situation of the question group design guided by the core literacy of the subject,and found the following problems: The question group type is single;the question group design is difficult;the question group has little connection with the actual life;the question group design is not enough to implement the core literacy.In view of these status quo,then combined with the requirements of the course standard and based on the relevant principles of the question group design,the question group design strategy was constructed,and the question group case based on the core literacy design of the biology discipline was formed and analyzed.Finally,the author combined the teaching content,Learning situation,etc.,carried out the teaching design of exercises,carried out a semester of practical teaching in T Middle School in Zhenyuan County,Qingyang City,Gansu Province,and analyzed the effects through interviews,questionnaires,and paper and pencil tests.The role of developing students' core literacy in the subject of biology.The research conclusions show that:(1)Question group design promotes the initiative of students in learning and can increase students' interest in studying biology.(2)The question group design is effective in cultivating and developing the core literacy of the biology subject of students.(3)Question group design based on core literacy is conducive to the professional development of teachers.Based on the above conclusions,the author puts forward the following teaching suggestions: pay attention to the learning situation,pay attention to the problem group design;change the teacher's exercise class teaching mode;change the students' exercise learning concept;strengthen after-class reflection and pay attention to student development.The strategies and practical effects proposed by this research are expected to provide corresponding references for frontline teachers.This research also has some shortcomings,and the author will further practice and improve it in the future work and study.