A Study On Living Experimental Teaching Of High School Biology Based On Core Literacy

The new curriculum standards emphasise that the teaching of biology in senior secondary schools should aim to improve students’ core literacy in the subject of biology and to cultivate comprehensive talents who can adapt to the future development of society.Biology experiments are an effective way to promote students’ core literacy and an important support for them to achieve it.The application of life materials to high school biology experiments helps to stimulate students’ desire for inquiry,improve their scientific thinking and scientific inquiry skills,and develop their core literacy.This study investigated the current situation of teaching biology as a living experiment in a high school in Jiangxi Province through a questionnaire.It was found that students were interested in biology experiments but lacked the ability to design experiments using living materials,and teachers also lacked the awareness and ability to make full use of living materials to expand their experiments.Based on this,this study sorts out the materials of the living experiments in the experiments of high school biology textbooks of the Humanities Education Edition,and on the basis of the existing theoretical and practical studies at home and abroad,proposed the basic principles of inquiry,simplicity,life,subjectivity,scientificity and safety for the implementation of living experiments in high school biology teaching,as well as the corresponding teaching strategies: creating a living experimental context,living experimental materials and instruments,living experimental methods,and living post-class tasks.In this study,the four experiments in Compulsory 1 of the Human Education Version of Senior Secondary Biology,namely "Exploring the phenomenon of osmosis","Investigating water absorption and water loss in plant cells","Conditions affecting the activity of enzymes" and "Fun experiment-magic pigments",were selected to carry out the teaching design of living experiments,and a control class and an experimental class were used for teaching practice.The results of the experiment were evaluated using a Living Lab Teaching Effectiveness Evaluation Scale that combines student interviews,teacher interviews and paper-and-pencil tests.Research shows that: through the improvement of living experimental materials and instruments,the diversified choice of experimental sites and other living experimental teaching,we can increase the opportunities to carry out high school biology experiments,stimulate students’ interest in learning and desire for investigation,develop students’ inquiring ability and scientific thinking,and to a certain extent help improve students’ academic performance and initially achieve the goal of enhancing students’ core literacy in biology.Therefore,it is feasible to implement lifelike experimental teaching in high school biology laboratory teaching.