The Research Of Cultivating Students’ Core Literacy Using High School Biology Textbook Column

It is proposed in the General High School Biology Curriculum Standards（2017Edition,2020 Revision）that the purpose of the general high school biology curriculum is to improve students’ core competencies in biology.The curriculum standards require that the cultivation of the core competencies of biology should be run through the compilation of textbooks and classroom teaching.The biology textbooks for senior high schools published by the people’s education press in 2019 set up columns with rich types and various forms.These columns can not only help students better achieve their learning objectives and stimulate their interest in learning,but also help to cultivate students’ core literacy of biology.This paper studies the role of these columns in cultivating students’ core literacy.This paper systematically combs the types,quantity and distribution of columns in the five modules of the textbook.The results show that there are 26 columns in the five modules,including 18,18,17,18 and 16 columns in the modules of molecule and cell,genetics and evolution,homeostasis and regulation,biology and environment and biotechnology and engineering.“thinking and discussion” has the largest number of columns,with a total of 109.“debate” and “extracurricular production” columns have the least number,with one each.“thinking · discussion”,“this section focus”,“?”,“thinking training,“inquiry · practice”,“biology-related careers”,“related information”,“knowledge links”,and “interdisciplinary” 9 kinds of columns all have in 5 modules.The “extracurricular production” column only exists in the Molecules and Cells module.The column of “extracurricular practice” only exists in the three optional compulsory modules.The “story of a scientist” column is only set up in the 2 modules of Genetics and Evolution and Biology and Environment,“whimsicality”,“debate”,“coming from society”,“going to society”,“information card” and “expanding horizons” only exist in the module of biotechnology and engineering.In order to understand teachers’ and students’ attention and utilization of textbook columns,as well as their understanding of the role of textbook columns in cultivating students’ core literacy,a questionnaire survey was conducted on 25 teachers from 3 high schools in Harbin and 615 students in grades 1,2 and 3 from 2high schools in Harbin.The results of the survey show that most teachers believe that the textbook columns are helpful cultivating students’ core literacy and use them in teaching;Most students can pay attention to most columns and can read and think carefully and they think that textbook columns play an important role in cultivating their core literacy.According to the characteristics and functions of textbook columns,this study divides them into three categories: thinking and discussion,inquiry and practice,and knowledge expansion.Taking this as a classification,select one from each module,and analyze the function of 26 columns in cultivating students’ core literacy one by one.Taking the students of two classes of a senior one in Harbin as the experimental object,a three-month teaching practice of cultivating students’ core literacy by using textbook columns was carried out.The results of the questionnaire survey on students before practice show that the core literacy levels of students in the experimental class and the control class are high and close.The results of the questionnaire survey after practice show that the students in both classes believe that the textbook column is helpful to the formation or improvement of their core literacy.This paper also takes the structure and function of nucleus in the module of molecules and cells as an example to present the teaching design and implementation process of cultivating students’ core literacy by using the column of teaching materials.The rich and diverse columns in the textbook are not only conducive to teachers’ teaching,but also students’ learning.Teachers should use these columns reasonably by themselves and guide students to pay full attention to them,so as to give full play to their role in cultivating students’ core literacy.This study can provide a reference for front-line teachers in middle schools to carry out this work.