Analysis And Utilization Research Of "Thinking And Discussion" Column Of High School Biology Textbook Under The Background Of Core Literac

Based on the basic education reform and the training requirements of core literacy,in view of the fact that the materials and questions in the "Thinking and Discussion" column of the high school biology textbook of the People's Education Edition have thinking value and inspiring significance,it is an important teaching to develop students' biological core literacy.Therefore,we will conduct research on how to infiltrate the core competencies of biology into the teaching of the "Thinking and Discussion" column.Combined with the analysis of the content,types and functions of the "Thinking and Discussion" column of the optional compulsory 1 and 2 textbooks of the People's Education Edition,by investigating the awareness and opinions of the first-line high school biology teachers and ordinary high school students on this column and core literacy,the current The use of this column and the existing problems in high school biology classroom teaching,combined with the background requirements of the new curriculum reform on the cultivation of core literacy,put forward corresponding teaching strategies.The specific research results are as follows:The results of textbook analysis show that,in terms of quantity and length,the "Thinking and Discussion" column of the optional compulsory 1 and 2 textbooks has increased significantly compared with the original experimental textbook;The presentation methods are divided into six categories: inductive summary,logical reasoning,phenomenon explanation,knowledge transfer,linking the previous and the next,and expanding application;from the characteristics and deficiencies of the column,this column carries the education goal of the core literacy of biology disciplines,and is a bridge and link in all dimensions,which is conducive to cultivating students' core literacy of biology,but the difficulty of setting individual problems and the actual there are deficiencies in the compatibility of teaching.In teaching design,we should try to optimize and reconstruct the problem;from the function and core literacy of the column,the different dimensions of the biological core literacy that the optional compulsory modules1 and 2 focus on are analyzed.The results of the questionnaire survey show that most teachers and students have a high degree of understanding and emphasis on the core literacy of biology,teachers use this column to a high degree,and teachers and students recognize the teaching value of this column.However,there are still some problems.One is about the teaching time of the "Thinking and Discussion" column in the actual classroom.As a result,the column has been changed from an inquiry-based category to a teacher's explanation category.The penetration of core literacy will be greatly reduced,and teachers are teaching.When designing,pay attention to the distribution and tilt of time.Second,when teachers use the "Thinking and Discussion" column to teach,there are outstanding problems such as lack of case materials,lack of teaching strategies,lack of thorough grasp of theoretical knowledge,and inability to integrate the core literacy of biology with teaching material knowledge,so training is required.The first-line biology teachers have the ability and skills to infiltrate the core competencies of biology into all parts of the textbook.The third is that students' understanding of the "Thinking and Discussion" column is still at the teaching level of auxiliary knowledge points.To update students' concepts,teachers consciously infiltrate core literacy and biological concepts in teaching.Fourth,students tend to think independently,communicate in groups,discuss in groups,and summarize the teaching methods of teachers.Based on the analysis of the teaching status of the optional compulsory 1 and2 textbooks and the "Thinking and Discussion" column,the teaching strategy of infiltrating the core competencies of biology is put forward.It mainly includes two aspects,one is to use this column to infiltrate the core literacy of biology in teaching;the other is to target different types of "thinking and discussion" teaching strategies.The specific teaching strategies mainly include model construction method,interdisciplinary method,and anchored teaching,evidence-based reasoning teaching,etc,In order to provide ideas and references for the practice teaching of front-line educators.