Research On The Application Of Situational Teaching Method Based On Core Literacy Training In Junior High School Biology Review Course ——Take "Other Creatures In The Biosphere" As An Example

To strengthen moral education for cultivating people and adapt to the era of artificial intelligence in the 21 st century,the Ministry of Education of the People's Republic of China put forward the concept of “core literacy system” for the development of Chinese students.This brings new challenges to the teaching of biology in junior high school.The revision class is one of the important types of biology classroom teaching measure to implement the spiral progress of students' core literacy.However,some of the current revision classes are mainly an inefficient and boring revision of the factual knowledge that students have been learned,which lack of design and thinking in effectively improving students' core biology literacy.The use of situational teaching methods in the teaching of revision lessons can stimulate students' interest in learning.It is conducive to the achievement of the core literacy goals of biology by setting real situational problems.This paper focuses on how to optimize the teaching of junior high school biology revision classes in combination with situational pedagogy.In addition,it tries to explore scientific and effective teaching paths and provides teaching examples for the teaching of biology revision classes in junior high schools.This paper adopts the literature research method,questionnaire survey method,experimental research method and question analysis method.First of all,the literature research method and the questionnaire survey method are used to clarify the current research progress.The results of the survey show that the current situation creation of the situation in the teaching of the biology revision class in the junior high school in Jimei District of Xiamen City is weak,especially the situational teaching of the revision class based on the core literacy training goal of biology.Secondly,it combined with the relevant education teaching theory,three key points of applied situational teaching in the junior high school biology revision class were established.The first is the principle of situational design,including scientificity,penetration,adaptability and authenticity.The third is the basic process of situational teaching design,including(1)detailed revision content and clear concept relationships,(2)studying curriculum standards and establishing literacy goals,(3)selecting situational materials and creating appropriate situations,(4)designing situational tasks based on students' situations.Then,using the experimental research method and take the unit “Other Creatures in the Biosphere” in the eighth grade as an example,this paper uses the design strategies of established situational teaching for detailed unit situational instructional design.After that,two classes of the eighth grade in Jimei District X Middle School in Xiamen City were selected as experimental objects for practical research.Through the analysis and comparison of the test data of the experimental class and the control class,as well as the analysis of typical test questions,the test effect is tested.The results show that the application of situational teaching method in biology unit revision class can improve students' biological core literacy to a certain extent.Moreover,it can also arouse students' interest and initiative in learning biology.In addition,students' ability to use biological thinking to transfer knowledge and solve practical situational problems has been improved.Therefore,the strategies proposed in this paper have good adaptability and operability in applying situational teaching design in junior high school biology revision courses that aims at cultivating students core literacy.This can also have a positive effect on improving the teaching effect of junior high school biology revision classes.