A Practical Study On The Integration Of Curriculum Ideology And Politics Into High School Biology Teaching To Improve Students’ Core Quality

High school is a critical period for talent training and selection,and it is also the best period for students’ emotions,attitudes and values to shape.The value orientation of young people has a substantial impact on the development and value guidance of the whole society in the future,and integrating ideological and political education into the whole process and all-round teaching of various subjects in secondary schools,reflecting the requirements of purpose and inevitability,is an inevitable requirement for realizing the unity of teaching and education.This research is based on the cultivation of students’ core competencies in biology.The research content is mainly divided into three parts:Part I consists of: chapters I and II.Through the literature research method,the research status,research methods,research objectives and significance of ideological and political education and core literacy in domestic and foreign courses are introduced,and the definition of core concepts and related theoretical foundations are expounded.Part II consists of: chapters III to V.By analyzing the necessity and feasibility of integrating high school biology teaching into curriculum ideology and politics,the implementation status of high school biology curriculum ideological and political implementation in the form of questionnaires and interviews was investigated,the principles and teaching strategies of high school biology curriculum ideological and political teaching were proposed,and the ideological and political elements of the compulsory high school biology course were excavated.The third part,Chapter 6,is empirical research on teaching.First of all,according to the results of the first monthly examination,classes with similar comprehensive abilities were selected as experimental classes and control classes,and the experimental class adopted the teaching method of curriculum ideology and politics,while the control class was regular teaching.Secondly,from the compulsory high school biology of the human teaching version,each chapter selects a content design teaching case.Thirdly,before and after practice,test papers were used to test the core literacy of students in biology in these two classes,and independent sample t-tests were carried out on the two test results.Finally,the pre-test and post-test of the experimental class and the control class were compared and analyzed.The results show that teachers and students are supportive of the implementation of ideological and political courses in high school biology,but there are problems in the teaching process,such as insufficient implementation of curriculum ideological and political concepts,insufficient attention of teachers to curriculum ideological and political literacy,uneven ideological and political literacy of teachers,and single teaching methods.After practice,compared with the control class,the experimental class has improved significantly in various literacy dimensions,among which the improvement of social responsibility is the most obvious,followed by scientific inquiry,then scientific thinking,and finally the concept of life.