Application Of Problem Situation Creation In The Cultivation Of Bioscience Literacy

With the rapid development of scientific and technology nowadays,the competition for talents is becoming fiercer.Therefore,it has become one of the main goals in the 21 st century to make quality education universally and improve people's scientific literacy.In January 2018,the Ministry of Education issued the Biology Curriculum Standards for Ordinary Senior High Schools which suggests to develop the core quality of biology and cultivate students' ability to solve practical problems in real situations.Bioscience literacy,as an important consisting part of biological core literacy,its improvement is helpful for students to form scientific thinking and attitude and good for students' comprehensive and lifelong development.Implementation of new curriculum standards and new teaching materials advocates teachers to explore and create problem situations actively,so problem situation teaching has become the important part of the new curriculum reform this time.This paper starts from teaching practice,based on the teaching theory and the new curriculum concept,adopting problem situation teaching on biology class in high school,Get the following results:1.Five high school biology teachers in general middle schools in Taiyuan City were selected as the subjects of the study.Through the questionnaire survey,it was found that teachers generally recognized the importance of problem situations in teaching and acknowledged the important role of problem situation teaching in promoting the achievement of teaching objectives,enhancing students' learning interest and performance,and cultivating bioscience literacy.However,due to the shortage of systematic theoretical systems,teachers have a superficial and partial understanding of the principles and methods of their creation,which leads to a weak sense of creation in teaching,a single means,and inflexibility in the application of different lesson types,thus leaving the development of problem situation teaching in a difficult situation.Taking the first-year high school students of the T Middle School in Taiyuan City as the target of the study,we investigated the level of students' biological scientific literacy in five modules: biological scientific knowledge,scientific methods and skills,scientific thinking,scientific qualities and concepts,and science,technology and society.The results indicated that the overall level of students' bioscience literacy was relatively poor,which was especially reflected in their failure to master basic biological knowledge and basic bioscience methods,and their failure to develop the ability to use scientific thinking to solve practical problems.2.In response to the problems in the investigation,the corresponding solution strategies are proposed.By integrating theoretical knowledge with classroom teaching practice,the principles and methods of creating problem situations in the high school biology classroom are presented.Explore materials from textbooks,practical life and students' learning situations to provide material sources for teachers to create diversified contexts.Through teaching design cases,the development of biological scientific literacy is integrated into problem contexts,which provide teachers with strategies for creating problem contexts in different types of lessons.3.According to the results of the questionnaire and the implementation plan of the problem situational creation strategy,a 3-month educational experiment was implemented in two classes with approximately the same academic performance and level of bioscience literacy.In comparison with traditional teaching,long-term problem situation teaching significantly improved students' examination results and bioscience literacy,while it did not show a significant contribution to the formation of scientific thinking in bioscience literacy.In summary,combining the cultivation of bioscience literacy with problem situation teaching in high school biology teaching,as well as creating diversified problem situations,has a positive effect on improving students' bioscience literacy and student score.