Research On Junior High School Biology Teaching Strategies Focusing On The Development Of Infectious Disease-Specific Health Literacy

Infectious disease is one of the main problems affecting the public health in our country.The outbreak of COVID-19 makes it more serious.The low infectious diseasespecific health literacy is the key factor for the prevalence of infectious diseases.However,at present,students are generally lack of awareness of infectious prevention,and biology classes do not pay enough attention to the cultivation of students’ infectious diseasespecific health literacy,and more importantly,biology teachers are lack of awareness of infectious disease-specific health literacy effective cultivation strategies.Therefore,the purpose of this study is to solve two key problems:(1)What is the current situation of cultivating students’ infectious disease-specific health literacy in biology teaching?(2)How to construct biology teaching strategies to effectively improve students’ infectious disease-specific health literacy?This study comprehensively uses the methods of literature research,investigation and case analysis to clarify the connotation and extension of infectious disease-specific health literacy and reconstruct the evaluation index system of infectious disease-specific health literacy.Eight schools in high and low risk areas were selected to investigate and analyze the level of infectious disease-specific health literacy of junior high school students and the current situation of teacher training.On this basis,we try to construct the biology teaching strategy to develop students’ infectious disease-specific health literacy,and carry out teaching design and case analysis to test the effectiveness and feasibility of the strategy.The results are as follows:(1)The results of the investigation on the current situation:the overall level of infectious disease health literacy of junior high school students is low,and there is a high correlation between living environment and it.Teachers have insufficient understanding of infectious disease health literacy,and lack of effective strategies in training willingness,content integration,environment creation,method exploration,evaluation implementation and so on.(2)Exploration of teaching strategies:constructing infectious prevention teaching unit by combining "new knowledge" such as local knowledge,cutting-edge knowledge and tacit knowledge;using "future classroom",self-media and other information means to create "visual teaching environment" and"interactive teaching environment";designing infectious disease-specific health literacy teaching methods to promote students’ social participation,habit development and value recognition;making the evaluation list,and comprehensively evaluating the students’learning effect by using a variety of performance evaluation methods,such as conversation,observation,evaluation scale and so on.(3)The analysis of teaching cases:combined with the module of "living healthily" in junior middle school biology textbook of people’s Education Edition,the above teaching strategies are applied to write and analyze the teaching cases of "Infectious Diseases and their Prevention","Common Infectious Diseases","Immunization and Planned Immunization".