Research On The Teaching Practice Of The History Of High School Biology Science Based On Core Literacy

The education of the history of biological science has attracted more and more attention from researchers and front-line teachers,and the inherent value of the education of the history of biological science has been gradually excavated.This paper adopts a research method combining practice and theory,trying to summarize the current situation of the history of biological science education,to provide reference for the teaching,and to fill the gap between core literacy and practical research in education and teaching theory and practice research.Gaps associated with teaching the history of biological sciences in high school.Use the questionnaire survey method to analyze the current situation of high school biology science history teaching;collect high school biology science history materials.Based on the core literacy of biology,use the collected biological science history materials to design the teaching design;and based on the teaching design to carry out teaching practice,record the classroom teaching,and conduct classroom observation and analysis after class.Regularly conduct performance tests on students,and analyze test scores and core literacy level test scores;finally,select some students with large fluctuations in their scores for interview analysis.The research results show that the current high school biological science history teaching needs to be further improved,and new content can be added to the teaching design to better improve the high school biological science history teaching,and the biological science history teaching has a certain effect on improving students' academic performance.Some suggestions: 1.Teachers should pay more attention to the history of biological sciences;2.Teachers should cultivate students' biology based on the history of biological sciences;3.Teachers should realize that cultivating students' core literacy in biology is a long-term process.