Development And Utilization Of Biology Curriculum Resources In Guiyang Food Culture

The General High School Biology Curriculum Standards（2017 Edition 2020 Revision）proposes to"actively develop and utilize biology curriculum resources".Schools and teachers should make full use of students’life resources to enrich the teaching context,so that the learning of the biology curriculum and the actual life form a close connection."Food is the material basis of human survival,and it permeates all areas of human life,and is closely related to students’lives.As the main gathering place of Qian cuisine,Guiyang has a unique food culture,which is rich in biological knowledge.This study uses Guiyang’s food culture as a basis to explore and collate biology curriculum resources,compile reasonable teaching cases and carry out specialised teaching,with the aim of implementing curriculum standards,cultivating students’core biology literacy,and providing references and lessons for the development and application of biology curriculum resources in Guiyang’s food culture.This study consists of three main parts:（1）a questionnaire survey was used to investigate the current situation of developing and using biology curriculum resources in food culture in Guiyang.The results of the survey showed that teachers had high expectations for the integration of more Guiyang food culture resources in classroom teaching;students’awareness of Guiyang food culture was at an intermediate to high level.（2）The literature analysis method was used to explore and collate the biological knowledge in Guiyang’s food culture.The final presentations were:Guiyang Gaoba diluted ice and compounds in cells,Guiyang buckwheat ash tofu and inorganic salts in cells,Guiyang Qingyan rose sugar,sugar sesame dumplings and sugars and lipids in cells,Guiyang intestine Wang noodles and the way substances enter and leave cells,Guiyang sour soup fish and anaerobic respiration,Guiyang hundred herbs soup and the medicinal value of biodiversity.（3）An experimental research method was used to develop a study on the teaching effectiveness of the integration of Guiyang’s food culture into the high school biology classroom.Based on the developed teaching cases,teaching practice was carried out in Compulsory 1 of senior secondary biology,with the experimental class adopting differentiated teaching and the control class adopting conventional teaching.The results of the teaching practice showed that before the adoption of differentiated teaching,the total score of the experimental class was not significantly different from that of the control class(68.21±4.67 VS 67.47±7.17,F=3.12,P=0.08>0.05,Sig _{Double tail}=0.55>0.05),and after the adoption of differentiated teaching,the total score of the experimental class was higher than that of the control class and showed a significant difference(75.31±5.64 VS 68.55±7.12,F=2.07,P=0.15>0.05,Sig _{Double tail}=0.00<0.05).On the knowledge acquisition dimension,no significant difference was seen between the scores of the experimental class and the control class before the use of differentiated instruction(14.92±1.97 VS 14.89±1.89,F=0.23,P=0.63>0.05,Sig _{Double tail}=0.94>0.05),and after the use of differentiated instruction,the experimental class scored higher than the control class and showed a significant difference(16.85±3.33 VS 15.30±2.97,F=0.77,P=0.38>0.05,Sig _{Double tail}=0.02<0.05).On the interest in learning dimension,no significant difference was found between the scores of the experimental class and the control class before the use of differentiated instruction(15.08±2.16 VS 15.28±1.90,F=2.76,P=0.10>0.05,Sig _{Double tail}=0.62>0.05),and after the use of differentiated instruction,the scores of the experimental class were higher than the control class and showed significant(16.33±2.53 VS 15.21±2.44,F=0.22,P=0.64>0.05,Sig _{Double tail}=0.03<0.05).On the attitude towards learning dimension,no significant difference was found between the scores of the experimental class and the control class before the use of differentiated instruction(15.13±1.16 VS 14.96±1.07,F=0.09,P=0.76>0.05,Sig _{Double tail}=0.47>0.05),and after the use of differentiated instruction,the scores of the experimental class were higher than those of the control class and showed a significant difference(16.77±2.14 VS 15.00±2.54,F=0.22,P=0.64>0.05,Sig _{Double tail}=0.00<0.05).On the social responsibility dimension,no significant difference was seen between the scores of the experimental class and the control class before the use of differentiated instruction(22.23±3.92 VS 22.51±5.85,F=1.22,P=0.27>0.05,Sig _{Double tail}=0.78>0.05),and after the use of differentiated instruction,the experimental class scored higher than the control class and showed a significant difference(25.29±5.45 VS 23.04±5.64,F=0.01,P=0.94>0.05,Sig _{Double tail}=0.04<0.05).Therefore,it can be inferred that the specialised teaching incorporating the food culture of Guiyang City is better than the conventional teaching.Conclusions:（1）The integration of Guiyang’s food culture resources with biology classroom teaching can help improve students’awareness of their home culture and enhance their sense of cultural identity.（2）The integration of Guiyang’s food and cultural resources with biology classroom teaching helps to enhance students’interest in learning,promote their understanding of the content and improve their academic performance at the stage.（3）The integration of Guiyang’s food and cultural resources with biology classroom teaching is helpful to teachers in implementing the recommendations made in the biology curriculum standards and enhancing their professional competence.