A Practical Study Of Buyi Culture In Teaching High School Biology

With the deepening of China’s basic education reform,educational scholars have put forward higher requirements for the teaching of high school classroom resources.2017 edition of biology curriculum standards states that "students’ life resources should be fully utilized so that the learning of biology courses can form a close connection with the actual life".The effective development and use of vernacular cultural resources to enrich the content of biology classroom is extremely important for the improvement of students’ humanistic quality aspects.Huishui County,Guizhou Province,is a place inhabited mainly by the Buyi ethnic minority,which has formed a unique and colorful ethnic culture in its long-term production life,including traditional festivals,distinctive Buyi dialect,ethnic costumes,unique architecture,cultural beliefs and other aspects.There are teaching resources hidden in these ethnic cultures,and teachers can use them in teaching resources through excavation and collation,which are in line with the trend of new curriculum reform and the requirements of new standards,and can enrich the teaching contents and enhance students’ interest in learning and promote their understanding and development of ethnic cultures.This study is based on constructivist learning theory,multicultural education theory and Ossubert’s meaningful learning theory.Through literature analysis method,questionnaire survey method and case study method,based on the curriculum standard and combined with the actual situation of students,the study focuses on the development and practice of curriculum resources in Compulsory 1 of the high school biology textbook of the Humanities Education Edition,and the main research contents are: to conduct a literacy cognition of students before the case implementation The questionnaire survey was conducted to get a preliminary understanding of students’ cognitive level of ethnic culture.The results showed that students’ literacy of Buyi culture was weak,but most of them expressed great expectation to integrate Buyi culture into high school biology teaching.In this regard,according to the internship situation,we started teaching practice in some classes of senior high school,mainly in Compulsory 1 "Sugars and Lipids in Cells","Structure and Function of Cell Membrane","Cell Aging and Death " We will carry out teaching practice research on the integration of ethnic cultural resources into biology teaching.Through the analysis of the results of the student literacy survey,the teaching cases were reasonably designed and the teaching practice was carried out based on the content of the high school biology compulsory 1 textbook based on the curriculum standards and the students’ cognitive situation.At the same time,pre-tests and post-tests were administered to students,and the test results were analyzed after a semester of teaching practice.The results concluded that the students showed significant improvement in subject interest,learning attitude,knowledge acquisition and social responsibility.It can be seen that the integration of Buyi culture into high school biology teaching is beneficial to the development and utilization of teaching resources;to the excavation and enrichment of curriculum resources by teachers;and to the inheritance and development of ethnic culture.In this regard,we should encourage and support our teachers to go deeper into the local ethnic culture,combine the actual situation of students,reasonably and scientifically explore the cultural knowledge that can be used in curriculum teaching,and through the integration of knowledge,apply it to teaching,enrich our teaching content more,promote the connection between knowledge,enhance students’ understanding of ethnic culture,and strengthen students’ awareness of ethnic culture protection and Cultural heritage beliefs.