Practical Research On Cultivating Students’ Core Academic Literacy In Senior High School Biological Experiment Teaching

With the continuous promotion of the new curriculum reform,the cultivation of core competencies in the field of biology has received widespread attention.The "Curriculum Standards for High School Biology(2017 Edition,2020 Revision)" clearly states that biology teaching should be based on core competencies.Biology has unique characteristics,which not only emphasizes students’ learning of knowledge,but also has strong practicality.Experiments are an important support for biology,and the discovery of biological concepts cannot be separated from experiments.Experimental teaching also provides more fun and exploration for students’ learning.It can enable students to intuitively experience biological phenomena and enhance their understanding of biological knowledge.At the same time,it can increase the interaction and communication between teachers and students,as well as between students,and activate the classroom atmosphere.Therefore,linking biological experiments with the core competencies of the subject is an important means to promote the improvement of students’ literacy.This study conducted a survey on the experimental teaching and core literacy research of high school biology at home and abroad.Based on the "Curriculum Standards(Revised in2020)",a survey questionnaire and teacher interview outline were designed to test the current core literacy level of high school students in the field of biology.Analyze the results,clarify the current literacy level of students and the problems presented by the current experimental teaching situation,and propose corresponding suggestions.Meanwhile,based on theoretical research,strategies are proposed to enhance core competencies through experimental teaching.Select two experimental content from the compulsory course one of high school biology in the People’s Education Press for teaching design and implementation.Analyze and summarize the effectiveness of teaching practice through test questions and case studies.Research has shown that experimental teaching is often overlooked due to academic pressure and hardware limitations.Teachers often use traditional teaching methods for experimental teaching or demonstrations,and students’ participation is not high.In teaching,teachers do not pay attention to the infiltration of core competencies,resulting in low levels of students’ core competencies.Therefore,the connection between experimental teaching and core competencies needs to be strengthened.Based on this situation,this study is based on constructivist learning theory,Bruner’s discovery learning theory,and Dewey’s learning theory of "learning by doing".Two classes in the first grade of a high school in Fuyang are selected as research subjects for practical teaching.By analyzing the results of classroom tests,we aim to examine the teaching effectiveness and explore the impact of high school biology experimental teaching on cultivating students’ core competencies.The results showed that in the classroom testing,the average score of the class(experimental class)taught with innovative experimental activities was higher than that of the class(control class)taught with traditional teaching methods.The experimental class showed significantly higher scores in the dimensions of scientific thinking and scientific exploration,while there was no significant difference in the dimensions of life concept and social responsibility between the two classes.This indicates that applying the teaching strategy proposed in this study to biology experimental teaching can improve students’ grades and promote the cultivation of students’ core competencies.