Study On The Theories And Practices Of The Cultivation Of Scientific Literacy Of High School Students In The Teaching Of Biology

With the increasingly fierce international competition, the development in science and technology has rapidly become the focus of many countries. However, the development of science and technology is not only manifested by the invention and innovation of professionals, but also in the application and adaptation of the new technology emerged in the social life of ordinary citizens. Which requires a high standard of their scientific literacy. However, it is beyond dispute that the level of scientific literacy of Chinese citizens is generally lower than that of the citizens in the developed countries. Only the development of education can solve the problem. As a result, a new round of reform in high school curriculum has been launched in China. In the biology curriculum standards for high schools, the core concept of improving the biological science literacy of students has been put forward, which supplements with the idea of “core literacy” proposed by the Ministry of Education in 2014. The study of scientific literacy cultivation can provide a platform for the implementation of the “core literacy”. In addition, high school students are experiencing a critical period of cognitive and psychological development. Therefore, study on the cultivation of the scientific literacy of high school students is quite necessary. Due to the reasons mentioned above, the author has decided to explore both the theories and practices of the cultivation of scientific literacy of future Chinese citizens from the perspective of biology education. And the result of the study is expected to serve as a reference for the cultivation of the scientific literacy of high school students.After studying relevant literature, vertical analysis has been conducted on the status of researches on scientific literacy and bio-scientific literacy, and horizontal analysis on the concept and structure of science literacy. Science literacy refers to the ability of understanding and application of the principles and nature of science that people obtained by learning or long-term accumulation on the bases of receiving general education. It is an integral part of individual literacy, which helps one to make proper decisions on personal behaviors or public affairs. The structure of science literacy includes scientific knowledge, scientific method, scientific capacity, scientific awareness and scientific quality. Based on these analyses, specific contents of science literacy required by high school students has been sorted out, and the characteristics of biology teaching in cultivating students' scientific literacy has been summarized. Through questionnaires among students and interviews of teachers, the status quo of biology teaching as well as the status and characteristics of students' bio-scientific literacy have been obtained. Based on the above study, general approaches to the cultivation of bio-scientific literacy in biology teaching are proposed which include integrating teaching objectives, optimizing teaching contents, updating teaching methods, changing the learning method of students, and creating better education environment.Combined some of the methods of cultivating students' scientific literacy mentioned above with the characteristics in the development of biological science literacy of high school students, the author sets the teaching practice of Chapter 6 in the textbook for Grade one students of senior high school, “The Life of Cells” as an example and designs the corresponding teaching cases. At the end of practice, teaching effects have also been analyzed in a proper way. Combining theory with practice, suggestions for science literacy cultivation in the teaching of biology have been put forward. For example, scientific literacy cultivation should reflect comprehensiveness, it should be a state of teaching, and should also give emphasis to the improvement of teachers' scientific literacy.