Teaching Strategies Research On Unit Teaching Of High School Biology Aiming At The Theme Of Healthy

The "Healthy China 2030" Planning Outline proposes incorporating health education into the national education system and regards health education as essential for competence education.The problems and hidden dangers in public health and safety directly related to the level of citizens’ health literacy under the current epidemic situation are necessary and urgent based on the importance of high school biology teaching and highlighting health education.The implementation of health education will significantly change students’ health awareness,facilitate students’ independent good health behaviors,improve the level of health literacy,and ultimately achieve the goal of a healthy life.It will also help become a member of a healthy China,and better grow into national development,national rejuvenation and the cornerstone of prosperity and technological progress.Based on Dewey’s pragmatic education theory,KABP model,cognitive assimilation learning theory,and STSE education theory,this research uses literature analysis,questionnaire survey,interview,and case analysis to carry out study.The health literacy level of 400 high school students in ordinary county-level middle schools and provincial demonstration middle schools was investigated by questionnaires.The teaching methods and enhanced health education in the investigated schools were obtained by the interview method.Using SPSS 26.0 to statistically process the survey data,analyze the health literacy levels of high school boys and girls,high school students in two schools,and boys and girls in the same school.The survey results show that the health literacy level of the students in the two middle schools and high schools is generally low.The correct answer rate of the questionnaire is concentrated in the range of 33%-66%.There are 152 ordinary county-level middle schools and 163provincial-level model middle schools.The health knowledge of ordinary county-level middle and high school students was significantly different from that of provincial model middle schools(p<0.05).In terms of health skills,there was a significant difference between ordinary county-level middle and high school students and provincial model middle schools(p<0.01).The average value of the total scores in the three dimensions of health knowledge,health behavior and health skills shows that the scores of high school students in provincial model middle schools are higher than those of county-level ordinary middle school students.It shows that the health literacy level of high school students in provincial model middle schools is significantly higher than County-level general middle and high school students.The statistical results of high school boys and girls show that there is a significant difference between high school boys and high school girls in health knowledge(p<0.05)and a significant difference between high school boys and high school girls in health skills(p<0.01).The average score of the three dimensions shows that the score of high school girls is higher than that of high school boys;it shows that the health literacy level of high school girls is significantly higher than that of high school boys.However,there was no significant difference in the three dimensions between boys and girls in the same school(p>0.05).Literature analysis shows that relevant health education content is mainly carried out on health topics.The distribution of health education content with textbook knowledge as the leading carrier is relatively scattered.Therefore,unit teaching is selected to strengthen relevant knowledge and highlight health education content,sort out the contents of Compulsory 1 and Optional Compulsory 1 of the 2020 PPE version of high school biology textbooks and form units in the form of healthy life unit themes(health knowledge,healthy behavior,and health skills).According to the survey results,five-unit teaching strategies are proposed: selecting the content of health knowledge,health behavior,and health skills in the textbook,using the teaching strategies corresponding to the unit theme to design two teaching cases and four extracurricular activities,the design of classroom and extracurricular activities.It mainly focuses on strengthening and improving the mastery and transfer of relevant knowledge points in biology textbooks.At the same time,it conducts a procedural evaluation of extracurricular activities to spread scientific health knowledge,improve students’ self-care ability,and establish health awareness.It also develops good healthy behaviours and lifestyles,enhances the sense of responsibility and consciousness to maintain their own and others’ health,and finally achieve the goal of a healthy life.