Construction Of Teaching Evaluation Index Of High School Biology Curriculum Ideology And Politics

In 2017,the Leading Party Group of the Ministry of Education of the CPC Central Committee issued the Implementation Outline of the Project to Improve the Quality of Ideological and Political Work in Colleges and Universities.For the first time,the concept of "curriculum ideology and politics" was formally put forward in the central document,pointing out that classroom teaching reform aiming at "curriculum ideology and politics" should be "vigorously promoted".The subject of middle school biology carries the important function of curriculum ideology and politics,but the research of middle school biology "curriculum ideology and politics" is still focused on the practical teaching of curriculum ideology and politics and the exploration of the implementation path,the construction of teaching evaluation index needs to be further strengthened.This study uses the literature research method to sort out the concept,performance and connotation of ideological and political education in the curriculum,starts from the core quality of biology discipline,combines the requirements of ideological and political education,the requirements of primary and secondary school moral education and the requirements of China’s college entrance examination evaluation core value system,and preliminarily formulates the evaluation index of ideological and political education in the teaching of high school biology.Using the expert consultation method and combining the expert opinions,the evaluation index was revised and improved,the importance coefficient was calculated,and the importance degree ranking of the evaluation index was obtained.According to the evaluation index corresponding to the high school biology teaching content,and conducted interviews with experienced middle school teachers,to test the applicability of the evaluation index.According to the evaluation index,we will explore the specific content of implementing curriculum ideology and politics in biology,and help teachers better integrate curriculum ideology and politics in teaching,so as to achieve the educational function of biology in middle school.The main achievements of this study are as follows:(1)Through the analysis of the connotation of curriculum ideology and politics,the content of middle school curriculum ideology and politics is constructed from three aspects: the requirements of ideological and political education,the requirements of moral education in primary and secondary schools and the requirements of the core value system of China’s college entrance examination evaluation,including 7 first-level dimensions and 25 second-level dimensions.By using text analysis method,starting from the core literacy of biology subject,corresponding to the content requirements of middle school curriculum ideological and political content and the curriculum standard,the content system of high school biology curriculum ideological and political content is analyzed and sorted out,including 6 first-level dimensions and 16 second-level dimensions.Secondly,the connotation analysis of the primary and secondary dimensions of the ideological and political content system of high school biology curriculum is carried out.Based on the content analysis and performance of the subject’s core literacy in the Curriculum Standard,a total of 40 index descriptions under the secondary dimension are preliminarily drawn up from the four aspects of life concept,scientific thinking,scientific attitude and social responsibility.By using the expert consultation method,two types of biology teaching teacher and high school front-line biology teacher are selected as experts in this study.Two rounds of questionnaires are conducted to investigate the expert opinions,and the evaluation indicators are modified according to the expert opinions.The evaluation index is determined to include six first-level dimensions,including world outlook education,life outlook education,moral concept education,rule of law education,emotional value education,and ecological civilization education,which are further divided into 16 second-level dimensions.(2)The importance coefficient of each index was calculated according to the results of the experts’ questionnaire,and the importance of the first-level dimension was determined to be the education of life outlook,world outlook,morality,rule of law,emotional value,and ecological civilization from high to low.Among them,the importance degree of the second-level dimension under each first-level dimension is ranked from high to low as philosophy of life education: life meaning education,life value education,life purpose education,life attitude education;World outlook education:dialectical materialism education,dialectical materialism epistemology education;Moral education: collectivism education,social morality education,professional ethics education,family virtue education;The education of rule of law: only the education of legal consciousness is a secondary dimension;Emotional value education: patriotism education,safety education,health education;Ecological civilization education: natural resources and environmental protection education,conservation and sustainable development education.(3)According to the ideological and political evaluation index of high school biology course constructed by expert consultation,through the method of interview,biology teachers and teaching and research staff with senior titles in high school were interviewed,and the evaluation index was corresponding to the biology content of high school,and the frequency of occurrence of each evaluation index in textbooks was obtained.It was found that in the ranking of importance and the ranking of frequency statistics,the consistency was as follows: Moral concept education,dialectical materialism education,dialectical materialism epistemology education,life value education,natural resources and environmental protection education and conservation and sustainable development education,the importance and frequency of other dimensions are not consistent,need further study;The validity of the evaluation index is verified,and the application scope of the evaluation index is combined to provide a reference for the implementation of ideological and political thinking in biology curriculum.Guided by the core literacy of biology discipline,this study constructed an evaluation index of ideological and political thinking in high school biology curriculum,which can help teachers judge the dimensions of educational requirements that high school biology teaching needs to meet,enrich the theoretical system of "ideological and political thinking in curriculum" in high school biology,and provide references for teachers to better integrate "ideological and political thinking in curriculum" in teaching and achieve the educational function of high school biology.