| The curriculum of ideological and political affairs is coming in front of the red light of the centenary of the founding of the party,and the integrated construction of moral education in large,medium,and small is just around the corner.Curriculum ideology is a new comprehensive education concept first proposed by Shanghai in 2014 to point to the Lide tree people,and the main actor of its implementation process is the front-line teacher,so the high school biology teacher integrates the ideological elements into the curriculum teaching can indirectly promote the whole staff,the whole process,the whole curriculum education process.This article focuses on the following aspects:This study mainly uses the action research method,supplemented by the literature method,the survey method,the interview method,and the qualitative classroom observation method.First of all,the background of the curriculum ideology and the significance of the times are interpreted,the basic concepts of curriculum politics are clarified,and then the importance and necessity of integrating curriculum politics into high school biology teaching are clarified through the combing of China’s century-old biology outline.Secondly,the investigation and research on the current situation of integrating curriculum ideology into high school biology teaching at this stage,through student questionnaire surveys,teacher interviews,and qualitative classroom observations,it is concluded that :1)there is a phenomenon of emphasizing intellectual education and light moral education when teachers teach;(2)teachers have not yet formed a complete concept of curriculum ideology;(3)the content and form of ideological and political infiltration are single.Thirdly,in order to solve the problem of how to better integrate curriculum politics into the teaching of biology,the strategies and methods of integrating curriculum politics into the teaching of high school biology are proposed,and the ideological elements in the human-taught version of high school biology textbooks are excavated,and the teaching design is carried out and the teaching is implemented.Finally,the effect of integrating the curriculum’s ideological and political literacy into high school biology teaching is comprehensively considered through the questionnaire of students’ ideological literacy level,student interviews,and peer evaluation.The results of practice show that:(1)By proposing the strategies and methods for integrating curriculum politics into high school biology teaching,excavating the ideological elements in textbooks and conducting teaching design,implementing teaching,and conducting post-practice investigations,it can be concluded that the strategies and methods of integrating curriculum politics into high school biology teaching have played a positive role.(2)The students’ ideological and political literacy level has been extensively improved,and they have a deeper understanding of ideals and beliefs,social politics,and scientific literacy.Fellow teachers also have a more positive attitude towards curriculum politics.(3)Diversified infiltration methods also greatly improve the classroom effect,and the improvement of the infiltration method causes the improvement effect of the classroom effect to be the most obvious.The disadvantage is that the penetration of scientific literacy is not in place,and the students’ scientific cognition,scientific thinking,and scientific level have not been significantly improved.In addition,three suggestions were put forward from the three aspects of excavating teaching materials,teaching design,and infiltration methods. |
