Development And Utilization Of High School Biology Native Curriculum Resources Under The Orientation Of Core Literacy

In recent years,with the implementation of the new national curriculum standards and the new college entrance examination policy,the development of curriculum resources outside school has become a hot issue of common concern and research for secondary school teachers.As an important part of the biology curriculum resources,local curriculum resources are conducive to enriching high school biology teaching materials and cultivating students’ homespun feelings.Xining,an ancient city on the plateau with diverse vernacular resources,has been undergoing textbook reform in high school biology since September 2021,with full coverage of the new textbooks.However,there are relatively few studies on the application of vernacular curriculum resources in high school biology teaching in China,especially for Xining,which is still inadequate.Accordingly,this study uses literature research,fieldwork,questionnaires,interviews and case studies to comprehensively investigate and explore Xining’s vernacular curriculum resources that can be applied to high school biology teaching;on this basis,through a thorough understanding of the current situation of Xining’s high school students and biology teachers in terms of learning and developing and utilising vernacular curriculum resources,corresponding strategies are proposed in terms of selection principles,development and utilisation,etc.teaching strategies in terms of selection principles,development and utilization;compiling teaching cases of biology vernacular curriculum resources and implementing teaching practices that incorporate vernacular resources in high school biology classrooms,aiming to enhance students’ core literacy in biology.The main research findings are as follows:(1)Through the analysis of the current situation of research on local curriculum resources at home and abroad,we found that there is a serious lack of research on the development and utilization of local resources in high school biology teaching in China,especially little research on the Xining area.In this study,the ecological resources,planting resources,industrial resources,animal husbandry resources and tourism resources of Xining City were collected and collated through literature review and fieldwork,and a public platform of "Biology Native Curriculum Resources" was constructed to provide reference for high school teachers’ teaching of native biology.(2)A survey of high school students and biology teachers in two secondary schools in Xining to clarify the current situation of their learning and development and use of local curriculum resources shows that students’ knowledge of local curriculum resources in Xining is lacking,and they lack time for independent investigation and practical activities in local biology;teachers are not proficient in the theoretical knowledge of local curriculum resources and ways to develop and use them,and it is urgent to strengthen the development and use of local curriculum resources in biology in Xining.(3)Based on the problems in the above survey and taking into account the opinions and suggestions of frontline teachers,this study proposes three strategies that are relevant:(1)the selection of local curriculum resources should be locally appropriate,local and practical,while taking into account economics and increasing students’ sense of experience;(2)teachers should make full use of online resources,literature and training and learning to develop biological local curriculum resources;(3)teachers should comply with the core literacy requirements and make use of local curriculum resources in the form of teaching materials,authentic situations and project-based activities or after-school assignments.(4)According to the teaching strategies proposed in this study,three teaching practice cases of community structure,photosynthesis and energy transformation,active transport and cytokinesis and cytokinesis were designed and implemented.The results show that the integration of local curriculum resources in high school biology teaching can,to a certain extent,enhance students’ interest in learning,correct their learning attitudes and strengthen their sense of social responsibility and pride in their hometown;through classroom observation,teachers suggest that the development and use of local curriculum resources requires usual accumulation on the one hand,and on the other hand,they should be skillfully integrated into classroom teaching in different forms to motivate students to learn and feel a sense of belonging to their hometown.