A Practical Study On Cultivating The Core Quality Of Biology By Using Situational Teaching Strategies

The concept of core literacy was first published in the Ministry of education on comprehensively deepening curriculum reform and implementing the fundamental task of Building Moral construction and education.Later,this concept was further explored and studied.In the "ordinary high school biology curriculum standard(2017 Edition)",the core literacy of high school biology is specifically refined into four main aspects: life concept,scientific thinking,scientific exploration and social responsibility,which defines the educational objectives to be realized by the biology curriculum in high school and points out the main direction of high school teachers in education and teaching in the future.This study uses the classroom teaching strategy of situational teaching in senior high school classroom to explore an effective way to cultivate students’ core literacy through situational teaching and promote the all-round development of students.This research uses the methods of literature research,questionnaire survey and practical research to cultivate students’ core literacy through situational teaching design and situational classroom teaching practice research.Firstly,through the research method of literature reading,this paper arranges the research related to situational teaching and core literacy at home and abroad,interprets the connotation of core literacy,expounds the feasibility of using situational teaching to cultivate students’ core literacy,and defines the theoretical basis of this study.Through student questionnaire and teacher interview,we can understand how students and teachers view these situational teaching and their attitude towards the previous situational teaching methods.On this basis,select the appropriate teaching content for situational classroom teaching design,and summarize the situational teaching principles,situational teaching steps,situational teaching methods and classification of situational teaching materials used in situational teaching design.At the same time,carry out practical research on classroom teaching,select two classes with similar situations for comparative teaching,design pretest papers and post test papers,investigate the changes of students’ core literacy,open classes,listen to the opinions of other teachers,and carry out feedback questionnaires on situational classroom teaching for students in practice classes,so as to understand students’ acceptance of situational classroom teaching.Through the research of teaching design and teaching practice,several situational teaching plans are designed,and through the analysis of pre-test and post-test data,the questionnaire survey of students and the feedback suggestions of teachers,it can be determined that situational teaching can effectively improve the biological core quality of senior high school students,which is operable and effective.Draw the following conclusions and implementation points: 1 Situational teaching strategy is an effective way to cultivate students’ core literacy.2 The setting of teaching objectives in situational teaching design should be reasonable.3 Situational classroom teaching needs to pay more attention to students’ individual differences 4 Situational teaching design has higher requirements for teachers.5 Situational classroom teaching should pay attention to the implementation of core literacy...