A Study On The Teaching Practice Of Cultivating The Core Literacy Of Biology In Senior High School From The Perspective Of Curriculum Ideology And Politics

In 2019,the Central Committee of the Communist Party of China issued a document that clearly pointed out that "it is necessary to deepen the integration of ideological and political courses in universities,middle schools and primary schools,and enhance the synergy between various courses and the construction of ideological and political courses"."Ordinary Senior High School Biology Curriculum Standards(2017Edition 2020 Revision)" clearly states that "biology is a course aimed at improving the core literacy of students in the biology discipline.It is an important carrier for establishing the core values of socialism and implementing the fundamental task of cultivating people".The compilation of new textbooks has the characteristics of "strengthening patriotism education".Combining the characteristics of students’ physical and mental development in high school and the background of the Internet and self-media development,this thesis will adhere to the ideological and political concept of the curriculum to carry out practical exploration in high school teaching for the purpose of cultivating students’ core literacy of biology,and provide reference for the integration of ideological and political courses in primary and secondary schools and the cultivation of students’ core literacy of biology.This paper clarifies the research background and research significance through the literature research method,discusses the current research status of curriculum ideology and politics and discipline core literacy at home and abroad,and proposes research methods and research ideas,and clarifies the core concepts such as curriculum ideology and politics,ideological and political courses,core literacy of biology subjects,and the relationship between the two,and find theoretical basis.Through the investigation and research method,a questionnaire survey and interviews were conducted on the issue of "cultivating the core literacy of high school students’ biology subject under the perspective of curriculum ideology and politics" in a key high school biology teacher in Jiaozuo City,and students in two classes of senior three,and analyzed the survey results and the necessity and feasibility of integrating curriculum ideological and political concepts into biology teaching in high school,and put forward corresponding teaching strategies.This paper uses the compulsory biology courses("Molecules and Cells" and "Inheritance and Evolution")of the People’s Education Press(2019 edition)as research materials to sort out the integration points of ideological and political elements and core literacy in the textbooks;through the method of action research,combined with specific teaching cases,the implementation and effect evaluation of the above teaching strategies are carried out by taking the students of two classes of the third grade in a senior high school in Jiaozuo City as the implementation objects.The achievements of this paper are as follows:(1)Through questionnaire surveys and interviews,it was found that high school biology teachers did not know much about the ideological and political concepts of the curriculum;it was believed that it was difficult to implement the core literacy of biology,and among them,it was considered that the literacy of scientific inquiry was more difficult;at the same time,it is also found that high school biology teachers are willing to explore the teaching practice of integrating ideological and political elements with the core literacy of biology.(2)Two theoretical achievements have been achieved.First,the teaching strategy of integrating curriculum ideology and politics with core literacy of biology has been put forward from four aspects: strengthening teachers’ theoretical study of curriculum ideological and political concepts and the core literacy of biology disciplines,emphasizing curriculum development and training,using multiple teaching methods,and improving the teaching evaluation mechanism.The second it sorts out the integration points of the ideological and political elements in the textbooks and the core literacy of the biology discipline,and provides reference for front-line teachers to carry out teaching curriculum reform.(3)Three teaching cases have been designed and implemented with good feedback.Comprehensively use various teaching methods such as picture display,setting question strings,group cooperation exploration and mutual evaluation,student acting sitcoms,self-made teaching aids,simulated biological classic experiments,history of biological sciences,and construction models to help students construct cell differentiation,totipotency,and stem cells,and guide students to carry out the scientific inquiry of looking for genetic factor components and constructing the structural characteristics of DNA molecules.In this process,students’ sense of social responsibility,patriotism,and the spirit of daring to take responsibility and unremitting struggle have been cultivated by linking production and life,and students’ hands-on ability,analytical and comprehensive ability,and language expression ability have been improved.To sum up,the exploration of teaching practice in this thesis not only implements the teaching requirements of the fundamental task of cultivating morality,but also provides a feasible reference for frontline teachers to implement teaching curriculum reform,and also stimulates students’ interest in learning biology and implements the cultivation of the core literacy of biology.In response to the deficiencies in practice,this paper also puts forward appropriate improvement measures to provide a reference for other researchers in the future to conduct research on cultivating students’ core literacy in biology from the perspective of curriculum ideology and politics.