Teaching Practice Of Improving Senior High School Students' Biological Science Literacy ——Taking The Required One' Molecule And Cell' As An Example

Based on the new curriculum standard and according to the development characteristics of students and the current situation of education,this research applies a variety of teaching strategies to actual teaching activities and uses practice to test their effects,in order to explore effective teaching strategies to improve the literacy of high school students in the biological science and achieve the goal of all-round and balanced development of students.Firstly,by consulting relevant literature,this study understands the development process of bioscience literacy at home and abroad.Combined with the existing educational resources of the school and the foundation of the students,the study uses questionnaire and interview to understand the development of students' bioscience literacy,analyzes the problems existing in biology teaching,and summarizes the factors affecting the development of students' bioscience literacy.Secondly,under the guidance of the High School Biology Curriculum Standards,with the foundation of students as the starting point,combined with the development characteristics of students and biology curriculum resources,the study constructs the high school biology teaching strategy system.Meanwhile,the teaching practice is carried out by adopting the teaching strategies of inquiry teaching,perfecting and optimizing the biological experiment,integrating the knowledge of various disciplines,infiltrating STS education in the classroom,and strengthening the learning of “ important concepts”as the core of teaching strategies.The practical results are used to determine whether teaching strategies can effectively improve students' bio-scientific literacy.Finally,through the evaluation of students' performance,scientific experiment ability,learning interest and values,this study tests the effect of improving students' bioscience literacy after a semester of teaching strategy practice,and discusses the effectiveness and practicality of teaching strategies in improving students' bioscience literacy.After a semester of teaching practice,the following conclusions are drawn from the analysis of students' biology course scores,scientific experiment ability and emotional attitude.(1)In terms of scores,the overall biological scores of the experimental class adopted various teaching strategies is significantly higher than that of the control class,which shows that the teaching strategies used in classroom teaching can effectively improve students' biological science knowledge literacy.(2)In terms of inquiry experimental ability,the overall inquiry experimental ability of the experimental class is stronger than that of the control class,which shows that the teaching strategies can help improve students' bioscience experimental inquiry ability and promote the development of students' bioscience ability and literacy to a certain extent.(3)In terms of emotional attitude and values,through random emotional attitude interviews with students in the experimental class,the results show that the teaching strategies implemented in classroom teaching can help students establish correct scientific values.At the same time,students' learning attitude and enthusiasm towards biology are also improved.