Investigation And Research On Integrating Excellent Traditional Chinese Culture Into High School Biology Teachin

Cultural confidence is a nation’s and a people’s full affirmation of their own cultural values,and it is the confidence that originates from the excellent Chinese traditional culture nurtured by the five thousand years of Chinese civilization.Under the concept of firm cultural confidence,the transmission of excellent Chinese traditional culture has become an important issue in current teaching,and the state has promulgated many guiding documents to strengthen the education of excellent C hinese traditional culture.The Biology Curriculum Standards for General High School(2017 Edition)reflects the national will to inherit and promote the excellent Chinese traditional culture;the new textbook revision is based on the Biology Curriculum Standards for General High School(2017 Edition),which focuses on cultivating students’ identification with and transmission of the excellent C hinese traditional culture and actively integrates the contents of the excellent C hinese traditional culture.Therefore,in the process of implementing the key competency of biology,we take the content of C hinese excellent traditional culture contained in the newly revised high school biology textbook by People’s Education Press as an entry point,draw on the nutrition and wisdom of Chinese excellent traditional culture,and study and explore the current situation of integrating Chinese excellent traditional culture into high school biology teaching,in order to provide new ideas and effective ways for integrating Chinese excellent traditional culture into high school biology teaching.Using the five newly revised high school biology textbook by People’s Education Press as the research object,the content analysis method was used to analyze and count the contents of the excellent C hinese traditional culture embedded in the textbooks from both vertical and horizontal dimensions,and to propose corresponding teaching implementation suggestions.Through the analysis of the textbooks,it was found that all types of C hinese excellent tradit ional culture were integrated into the high school biology textbooks,and the total frequency of appearance in the five textbooks was 129 times,forming a rich teaching resource related to Chinese excellent traditional culture,but with the characteristics of biology subjects,each type was focused.Immediately afterwards,251 sophomore students and 39 biology teachers from some general high schools in Tianjin were used as the research subjects to investigate the current situation of integrating C hinese exc ellent traditional culture into high school biology teaching through the questionnaire method.The results of the survey showed that the mean value of students’ knowledge of core ideas and concepts,traditional Chinese virtues,C hinese national wisdom,canonical texts and literary works in textbooks was significantly greater than 3,and the mean value of knowledge of Chinese medicine culture and traditional C hinese crafts was significantly less than 3.The mean value of teachers’ knowledge in all teaching sessions was significantly greater than 3;the mean value of students’ feedback in new lesson introduction,new lesson explanation and consolidation practice sessions was not significantly different from 3 did not differ significantly,and the mean of feedback in the classroom summary session was significantly greater than 3.The mean of teachers’ feedback in all five teaching formats was significantly greater than 3;the mean of students’ feedback in the four teaching formats of independent learning,detailed explanation,brief introduction and group discussion was significantly greater than 3,and the mean of feedback in inquiry practice did not differ significantly from 3.The means of both students’ and teachers’ attitudes toward the integration of excellent C hinese traditional culture in teaching were greater than significant 3.The difficulties teachers perceived in integrating excellent C hinese traditional culture in teaching were mainly due to limited biology class time(84.6%),teachers’ limited knowledge of relevant materials(71.8%),and the fact that excellent C hinese traditional culture was not presented much in the textbook(48.7%).Based on the analysis of the teaching materials and the analysis and discussion of the research results,the following preliminary conclusions were obtained:(1)The integration of excellent C hinese traditional culture into high school biology teaching materials reflects the "seven combinations".(2)There are differences in students’ understanding of the excellent Chinese traditional culture in teaching materials.(3)The integration of C hinese traditional culture in all aspects of teaching is practical and feasible,and the integration of C hinese traditional culture in the classroom summary is good,while the integration of C hinese traditional culture in the consolidation exercises,new lesson introduction and new lesson explanation is average.(4)There are various forms of incorporating excellent C hinese traditional culture in teaching,and the incorporation of excellent C hinese traditional culture through the four teaching forms of independent study,detailed explanation,brief introduction and group discussion is good,while the incorporation of excellent C hinese traditional culture through the form of inquiry and practice is average.(5)Both students and teachers had positive attitudes toward the integration of Chinese traditional culture in teaching.(6)The main difficulties in integrating C hinese traditional culture in teaching are the limited time for biology classes,teachers’ limited knowledge of related materials,and the lack of presentation of C hinese traditional culture in textbooks.(7)Effective ways to integrate C hinese traditional culture into high school biology teaching: Focusing on the "seven combinations" in the teaching content;from biology to excellent C hinese traditional culture,integrating in multiple forms in the teaching sessions;from excellent Chinese traditional culture to biology,teachers and students form a learning community.