Research On The Application Of Guangxi Zhuang Culture And Characteristic Resources In Biology Teaching In Junior Middle School

In recent years,the state attaches more and more importance to ethnic education.“Biology Curriculum Standards for Compulsory Education(2022 edition)” points out that “all resources that can promote students’ active learning,better understanding and mastery of the learning content,and promote the improvement of students’ core literacy should be developed and utilized” which points out the direction for the development of junior middle school biology curriculum resources.with the introduction of foreign cultures and the weak awareness of ethnic inheritance,long-term neglect has resulted in the phenomenon that students do not understand the ethnic culture around them.Fortunately,in recent years,ethnic culture has gradually been paid attention to.In order to understand students’ cognition of Zhuang culture and characteristic resources,enrich junior middle school biology curriculum resources,improve students’ learning interest and promote the inheritance and development of ethnic culture,this study explores the biological knowledge content of Zhuang culture and characteristic resources,and studies how to apply it to junior middle school biology teaching.The literature research method is used to sort out the culture of Zhuang nationality which can be integrated into the biology course of junior middle school.By means of questionnaire survey,students’ cognition of Zhuang culture and characteristic resources,the application of relevant resources in school and students’ expectations were studied.Through the interview of junior middle school biology teachers,the author understood the development of Zhuang culture and local characteristic curriculum resources,whether it could be combined with biology teaching into the classroom and the application difficulties in the actual teaching process.The case study method is adopted to design teaching cases with the first volume of Grade 7 as an example,and the classroom practice research is carried out with Class 16 and Class 17 of Grade1 of G Middle School in Nanning,Guangxi as an example.Based on the data analysis,the following results were obtained: Firstly,based on the biology textbooks of junior middle school,the course resources were sorted out and classified into 16 items in 6 categories,including regional environment,plant resources,animal resources,diet culture,farming culture and social culture.Secondly,600 questionnaires were sent out in this survey,of which 546 were valid.Among them,332 people said they liked Zhuang culture,but had a low understanding of it and the biological knowledge contained therein.The teachers of different subjects use Zhuang culture as materials to carry out teaching,but not much,and the frequency of biology is 0.38%.79.85% of the students thought it was very interesting and expected to integrate Zhuang culture and characteristic resources into biology class.Thirdly,after a semester of teaching practice,students’ average scores in the four dimensions of “knowledge acquisition”,“learning interest”,“learning attitude” and “social responsibility” increased by 0.32,0.53,0.17 and 0.26 respectively.Through comprehensive summary,the following conclusions can be drawn: firstly,from the overall cognitive situation,students have a low understanding of the knowledge and connotation of the Zhuang culture,and they have a positive attitude towards integrating the Zhuang culture and characteristic resources into the biology class;Secondly,it is necessary to integrate Guangxi Zhuang culture and characteristic resources into classroom teaching,which can improve students’ ability to solve life problems,enhance their interest in learning,and promote the dissemination,inheritance and development of Zhuang culture.Thirdly,biology teachers generally have a strong awareness of explaining biology knowledge in relation to life,but lack the awareness of spreading Zhuang culture in class.However,due to the constraints of teaching pressure and other factors,they have no time to develop potential curriculum resources.In view of the problems found in the investigation and practical research,the following suggestions are put forward: Firstly,local governments,education departments and schools should pay more attention to provide system,material and financial support and guarantee for teachers to carry out teaching research and curriculum resource development based on local characteristics.At the same time,teacher education colleges in minority areas can offer ethnic culture courses with regional characteristics to train teachers who have the belief of the unity of the Chinese nation and the ability of multicultural education.Second,teachers should establish a resource base,establish their own consciousness as an excellent national culture communicator,carry out teaching in connection with the reality,and promote the dissemination of excellent traditional culture in school and society.Third,parents should enhance their awareness of national culture,and students should actively participate in national cultural activities to realize the inter-generational transmission of national culture.