Teaching Design And Investigation Of Core Competencies Of High School Biology Based On Original Question

The General High School Biology Curriculum Standards(2017)promulgated and emphasized the cultivation of students’ core biology literacy,thus triggering educators to think about how to enhance students’ core biology literacy,among which primitive problems have an enhancing effect on students’ problem-solving ability,divergent thinking ability,abstract modeling ability and social responsibility consciousness,and have a high degree of fit with the requirements of core biology literacy.In this paper,we started from the concept and characteristics of primitive biology problems,introduced primitive biology problems into teaching and wrote teaching design and prepared primitive biology problems that fit the teaching materials,so as to provide reference for biology teaching;in practice,we conducted a survey and research on two parallel classes of students in Siping Third High School,and designed pre-test and post-test questionnaires to investigate whether the penetration of primitive problems in teaching would have an impact on students’ academic performance and core literacy.Second,the post-test questionnaire was analyzed and compared with reference to the four dimensions of core literacy.In order to present the core concepts in more depth,the principles and methods of developing original questions were summarized,and the four elements of core biology literacy were discussed in terms of their compatibility with core biology literacy.In order to introduce primitive questions into teaching,this paper uses the content of Chapter 5 of the Compulsory Study 1 of High School Biology of the Human Education Edition as a case study for teaching design.