A Practical Research On The Main Line Of High School Biology Situational Teaching Under The Concept Of Core Literacy

The core literacy of biology is the values,essential qualities and key abilities shown in solving practical problems in real situations.Therefore,to develop students’ core literacy of biology,it is necessary for students to learn in specific biological situations.However,the phenomenon of "fragmentation" exists in most situational teaching,while the mainline situational teaching takes a big situation as the main line and creates several related small situations to carry out teaching,which is conducive to the development of the core literacy of biology.Based on this,this paper takes "molecule and cell" module as an example to carry out theoretical research and practical exploration on the main line of high school biology situational teaching under the concept of core literacy.The first part introduces the research background and theory overview.This part mainly uses the literature research method to sort out the research status of "core literacy" and "mainline situational teaching" at home and abroad,and clarifies the relevant concepts and theories of mainline situational teaching.On this basis,it clarifies the research purpose and significance,as well as the research ideas and methods.The second part discusses the investigation of the teaching status of main line situational teaching in high school biology.By means of questionnaire survey on teachers,it is found that there are some problems in situation creation and teaching implementation of the main line of high school biology situational teaching.The third part discusses the teaching strategy of the main line situational teaching under the core literacy concept.In view of the problems found in the investigation of the current situation,two teaching strategies of the main line situational teaching are put forward,including the situation creation and teaching implementation.At the same time,the main line situational creation materials of the module of "molecule and cell" are presented,and four different types of teaching cases are presented by case analysis method to analyze the focus of the core literacy.The fourth part discusses the process and result of teaching practice.Two classes were selected for teaching practice by means of controlled experiment.The differences in four aspects of biological core literacy between the two classes were compared through pen and paper test and questionnaire survey.The advantages of mainline situational teaching were evaluated through student interviews.The experimental results show that the experimental class is obviously superior to the control class in the aspects of life concept,scientific thinking and scientific inquiry.The interview results show that the mainline situational teaching can improve students’ learning interest and classroom participation.In general,mainline situational teaching can improve students’ core biology literacy,improve students’ learning enthusiasm,and effectively regulate the classroom atmosphere.This study shows that mainline situational teaching can improve students’ core biological literacy and enhance students’ learning enthusiasm,which has certain advantages compared with traditional teaching.It is hoped that this study can provide reference for front-line teachers,and it is also expected to optimize mainline situational teaching on this basis,so as to be more widely used in classroom teaching.