Study On The Strategy Of Integrating The Frontier Knowledge Into Biology Teaching In Senior High School

The "Curriculum Plan of Ordinary High School(2017 Revision 2020)" pointed out that it should fully reflect the development of science and technology and discipline development,keep close contact with students ' life experience,and update the teaching content in time.Nowadays,biological research is booming,and breakthrough research results are emerging one after another.In order to enable students to keep up with the pace of the era and adapt to the requirements of the era,the frontier knowledge of biology should be integrated into the teaching.The close connection between the scientific research results of biology and the biology curriculum and the integration of frontier knowledge into teaching can build a solid foundation for students' biological theory,enhance students' interest in learning,give classroom vitality and timeliness,enhance students' core competence,and cultivate innovative talents,promote the professional development of teachers.However,the frontier knowledge of biology has a variety of types,a huge system,and the involved principles are profound and complex,and front-line teachers have heavy teaching tasks,and it is difficult to acquire and apply frontier knowledge to teaching.Therefore,this research aims at exploring effective strategies for integrating frontier knowledge of biology into teaching,and is oriented towards cultivating the core literacy of students.It sorts out the frontier knowledge involved in “High school biology textbooks” and “Test questions of Chinese college entrance examination”.Based on the survey of the current situation of frontier knowledge in high school biology teaching,analyze the problems facing the teaching of frontier knowledge,and put forward the principles and strategies for integrating frontier knowledge into teaching.This research used literature analysis method,content analysis method,questionnaire method,classroom observation method and case analysis method.Firstly,checked the literature to understand the research progress of "biological frontier knowledge teaching" at home and abroad,and defined the concept of "biological frontier knowledge" as research results or ongoing research hotspots in the field of biology.Then,the content analysis method was to carding the frontier knowledge of the subject covered by five volumes of high school biology textbook of the People's Education press from the aspects of related teaching content,presentation columns,presentation methods and reflecting the core literacy of the subject,and counted the2016-2020 college entrance examination biology test questions' frontier knowledge of the subject involved.Clarifyed the requirements for frontier knowledge in teaching and college entrance examinations,and confirmed the necessity of frontier knowledge teaching.Questionnaire surveys were conducted among students to understand the teaching status of front-line biology knowledge from the three dimensions of students' understanding of frontier knowledge,learning status,and learning attitude.The classroom observation method was used to observe the normal courses of front-line biology teachers and analyze the difficult of integrating frontier knowledge into high school biology teaching.In order to improve the teaching status,the principles and strategies for integrating the frontier knowledge of biology into teaching were put forward,and a teaching case of frontier knowledge of the subject was designed with the section of "Gene Mutation and Genetic Recombination" as an example,and invited two front-line teachers to evaluate the course,case analysis and optimization.The research results showed that both high school students and teachers have a positive attitude towards integrating frontier knowledge into biology teaching.Some teachers actively collected frontier knowledge and integrated frontier knowledge into teaching through new lessons and consolidation of exercises.However,in general,the teaching of frontier knowledge also had the following problems: the amount of frontier knowledge integrated into teaching could not meet the development needs of students;the method of integrating frontier knowledge into teaching had certain limitations;frontier knowledge teaching was not closely related to the cultivation of students' core literacy.In view of the problems in the current investigation,four principles that should be followed in the teaching of frontier knowledge of the subject were put forward,namely the scientific principle,the capacity principle,the relevance principle and the educational principle.A strategy for integrating frontier knowledge into teaching is proposed along the two routes inside and outside the classroom: the introduction of new lessons,knowledge expansion,deep learning,and consolidation of exercises can be incorporated into frontier knowledge teaching in the classroom;frontier knowledge cards can be issued outside the classroom,and hold Frontier knowledge popularization lectures for guiding students to independently acquire frontier knowledge,guide students to consciously acquire frontier knowledge and broaden their horizons.Through teaching practice,the feasibility of teaching the frontier knowledge of biology is confirmed.This research puts forward the principles and strategies of frontier knowledge teaching,hoping to provide an effective reference for educators to teach frontier knowledge of biology.