| The latest high school biology curriculum standards clearly put forward the core literacy of high school biology,focusing on allowing students to gradually develop personality qualities and key abilities that are suitable for their life and social development during the learning process.Subject education and teaching are required not only to impart basic knowledge and skills to students,but also to cultivate students’ scientific spirit,enhance students’ sense of social responsibility,and cultivate students’ autonomous learning ability.This research takes the teachers and students of Q Middle School in Chengdu,Sichuan Province as the research object,and takes the development of the core literacy of students’ biology as the perspective.Through observation and interviews,it deeply analyzes the teaching status of each stage of the high school biology review class and the development of the core literacy of students Relationship.Based on the review of relevant literature and integration of teaching experience,an orderly and efficient teaching mode of review courses in each stage of senior three biology that is beneficial to the development of students’ core literacy is proposed.Taking the actual teaching process of each stage review of senior three as the practical object,constructing the specific implementation strategy of the senior three biology review course teaching mode to promote the development of students’ core literacy,and taking the form of teaching case paradigm as the core literacy goal of senior three biology review course Provides targeted teaching ideas that can be used for reference.The main findings are as follows:1.Observation and interview results show that the current senior third year biology review class mainly has the following problems: the purpose of each stage review is not clear,the focus is not prominent,there is not much difference between the first round of review and the new course study,the second round of review and the first round There is no big difference between reviewing;in the review process of the first round and the second review,over-reliance on teaching aids,using teaching aids,lecture aids,and the review mode that is out of textbooks and curriculum standards still exists;some teachers pay too much attention to knowledge in the review process The teaching method that relies on is still the traditional teaching mode,paying more attention to the teacher’s "teaching",and does not arrange the review from the perspective of the student "learning";the review of some knowledge points is not combined with the production and life practice,and the student learning process It feels boring in the middle,low learning enthusiasm,and no good review results;some teachers are relatively weak in the cultivation of core literacy,and do not pay attention to the cultivation of life concepts,scientific inquiry ability and social responsibility consciousness.2.In order to implement the requirements for the development of various core literacy of students,this topic takes the review course teaching of part of the high school biology compulsory textbook as an example,combines teaching observation and teaching practice,distinguishes the objectives of the review of each stage of biology in senior three,and clarifies each stage Mode of review.Established the "one-round review review lesson model","two-round review review lesson model" and "three-round review exercise mode" based on core literacy training.(1)One round of review,the main task is to consolidate the basic knowledge of the textbook.Based on the development requirements to improve the core literacy of students,we have summarized the following lesson-type model: "Creating a situation,asking questions-independent inquiry,cooperative learning-results display,report exchanges-summary,promotion and expansion----Feedback training,consolidation and implementation".Based on specific problems in real situations,students are guided to reproduce,improve and consolidate basic knowledge through independent combing,model construction,cooperative inquiry,and debate analysis.Combine real-life applications and use a variety of activities to promote the development of students’ core literacy.(2)The second round of review is to accurately find the weak links of the students’ corresponding knowledge sections,and combine the curriculum standards and teaching materials to break through the most difficult points.Based on the development requirements of core literacy,we have summed up the following lesson-type model "Division of labor,initial establishment of a framework-display and exchange,mutual evaluation and revision-point allocation and intensive talk-consolidation and improvement".The purpose is to teach students to organize their own knowledge system from multiple perspectives such as the real questions of the college entrance examination,the connection between the knowledge of various sections,and the knowledge points that are easy to be mistaken and mixed to build a knowledge system.In the review process at this stage,it can best reflect the student’s subjectivity and better help students improve their independent learning ability.(3)The three-round review is to improve students’ problem-solving ability.The focus of this stage of teaching is to guide students to analyze test questions,extract information,construct the connection between test questions and basic textbook knowledge,and master the problem-solving skills.Pointing to the development of the core literacy of students,the model we constructed is "pre-class regular training,self-modification and correction-teacher review records-focus on display and communication-inductive problem solving skills".Classify and sort out the questions exposed by students,guide students to further experience and apply various life concepts in the process of reviewing questions to find the direction of answering questions,embody scientific inquiry literacy and social responsibility,and further train and develop scientific thinking literacy in the process of rigorous and accurate answers. |
