A Practical Study On Using The History Of Biological Science To Develop Students’ Core Literacy

Developing students’ core literacy is a specific and detailed implementation of the Party’s educational policies.Based on the essential characteristics of biology,subject core literacy is a set of correct values,essential qualities,and critical abilities that students should possess after learning biology.Therefore,the teaching of biology should aim to cultivate students’ core literacy,fully leverage the advantages of the subject,and explore the educational value of the subject.The history of biology is an important component of textbooks and an essential material for developing students’ core literacy.It is necessary to make full use of the historical materials in biology and expand them.This study takes the "Genetics and Evolution" module of the 2019 edition of biology published by People’s Education Press as an example to explore and mine the important educational value of the history of biology and develop students’ core literacy through the teaching of the history of biology in high school biology.This study provides a systematic introduction to the connotations of the history of science,the history of biology,and core literacy,as well as the current status of domestic and international research by reviewing the relevant literature.The study then investigates the use of the history of biology in teaching by analyzing classroom case studies,conducting student questionnaires,and teacher interviews.The study deeply analyzes the inherent problems and determines teaching strategies for using the history of science in high school biology education,followed by practical implementation.The effectiveness is evaluated through core literacy surveys,performance analysis,and student interviews.After one semester of practice,this study has achieved certain results.Firstly,the core literacy questionnaire shows significant differences in students’ views on life,scientific thinking,and social responsibility before and after the teaching practice,and there is a slight increase in the average score of scientific inquiry,but the difference is not significant.Secondly,the students’ grades have improved,and core literacy is obtained from knowledge,so it can indirectly reflect that through this semester’s teaching practice,students’ core literacy in biology has been developed.In student interviews,students’ learning interest has improved,learning attitudes have changed,and it has been very helpful for themselves,and they have high expectations for future learning.Therefore,the study concludes that first,using biological scientific history to develop students’ core literacy has significant effects;second,it has improved the biology teaching awareness and ability of teachers;third,using biological scientific history has transformed students’ learning attitudes;fourth,it effectively improves students’ learning efficiency.However,this study also has some issues.For example,since developing core literacy requires long-term accumulation,one semester of practice may be difficult to achieve the best results.Therefore,it is recommended to integrate the development of core literacy in biology into teachers’ teaching and students’ learning,continuously strengthen students’ learning and thinking habits,and improve teachers’ teaching awareness and ability to use biological scientific history to develop core literacy by providing them with more training and resources.In addition,schools can also establish a digital network platform for biological scientific history resources,which facilitates students’ learning and access to relevant materials at any time.Finally,it is necessary to create a harmonious teaching environment of culture,material,and spirit,enabling students to learn biology in a relaxed and pleasant atmosphere,and better develop their core literacy.