Research On The Understanding And Implementation Status Of Senior Middle School Biology Teachers On Core Biology Literacy

Core literacy is a concept that has emerged with the development of society.Biological core literacy is proposed in conjunction with the development of Chinese students 'core literacy framework and the characteristics of biology itself.It highly summarizes the subject content and spirit of biology.The concentrated expression of the value of biology education.At present,my country has begun a new round of curriculum reform.The "General High School Biology Curriculum Standard(2017 Edition)" takes the core literacy of biology as its purpose and highlights the important position of the core literacy of biology as the goal of the curriculum.Teachers are the practitioners and promoters of curriculum reform,and the quality of teachers is also a key factor in determining the success of curriculum reform.However,the current research on the core literacy of biology mainly focuses on the interpretation of connotation and the exploration of teaching strategies.It pays less attention to the teachers' understanding and implementation of the core literacy of biology,and the status quo is unknown.This study aims to explore the understanding and implementation status of high school biology teachers on core biology literacy,analyze the current problems of high school biology teachers in core biology literacy teaching,try to put forward suggestions,and provide references for core literacyoriented curriculum reform.This research mainly adopts literature method,questionnaire survey method and interview method,and conducts research by combining quantitative research and qualitative research.Taking some teachers of Xinjiang Production and Construction Corps as the research object,according to the definition of core biology literacy and the interpretation of related literature in the General Senior High School Biology Curriculum Standard(2017 Edition),the investigation was conducted from two levels of recognition and implementation.The main conclusions of this study are:1.High school biology teachers' knowledge of core literacy in biology.Teachers at the intermediate level and above account for 51.65% of the total number,and teachers below the middle level account for 48.35% of the total number.Through data analysis,it is found that teachers have the highest level of understanding of life concepts,low level of scientific thinking and social responsibility,and low level of scientific inquiry.2.The implementation level of core biology literacy of high school biology teachers,teachers at the intermediate level and above account for 43.96% of the total number,and teachers at the lower level account for 56.04% of the total number.Through detailed analysis of the data on the implementation of the four literacy qualities of biology,it is found that teachers have the best implementation of scientific inquiry,followed by life concept,social responsibility,and finally scientific thinking.Through correlation analysis,it is found that when teachers teach the core literacy of biology,the implementation of the four dimensions is related to each other.3.Different teachers have different understandings and implementations of core literacy in biology.It is mainly reflected in the significant differences in the cognitive level of teachers with different professional titles,that is,the teachers with higher professional titles have a significantly higher level of understanding of core biology literacy than teachers with other professional titles.There are significant differences in implementation,that is,teachers of 11-20 years of teaching age have a higher level of knowledge and implementation of core biological literacy than teachers within 5 years and 5-10 years of teaching age;teachers / municipal key high schools and teachers / municipal Teachers in ordinary schools have a higher level of awareness and implementation of core literacy in biology than teachers in other school categories.4.Through interviews with teachers,it was found that high school biology teachers have a high degree of identification with core literacy in biology,but due to various pressures,they lack enthusiasm for their research.Regarding the training of teachers based on core literacy,teachers believe that the content of training is too much emphasis on theory and practice,and the effect of training is not significant.Based on the above research results,in order to improve the understanding and implementation level of biology teachers' core literacy,the following suggestions are put forward: First,teachers should increase their initiative and enthusiasm for curriculum reform,attach importance to learning biology curriculum standards,and improve their The core literacy of biology,at the same time,teachers should strengthen communication.Second,schools should increase the promotion of core literacy concepts,change the concepts of students,teachers,and parents,appropriately reduce the pressure on teachers,allow teachers to have more energy to study teaching,and strengthen communication and cooperation between schools.Third,the education and training department must determine the content of training in accordance with the needs of teachers and the requirements of curriculum reform,group training for teachers participating in the training,teach according to their aptitude,and try diversified training methods to improve efficiency.