Design And Practice Of Exploratory Experiment Teaching In High School Biology Based On Core Literacy

Under the background of the "three new" education reform and the promulgation of the biology curriculum standard for ordinary high schools(2017 version,revised in2020),it is clear that biology teaching should aim at implementing core literacy,and it is proposed that carrying out active learning activities characterized by inquiry is the key teaching suggestion to implement core literacy.As a basic natural science,biology is particularly important for the cultivation of students’ core quality to carry out exploratory experimental teaching.However,due to the limitations of teaching practice,teaching strategies,teaching conditions and many other factors,the current implementation of exploratory experimental teaching is not ideal.Therefore,it is particularly important to design the teaching of inquiry experiment reasonably and effectively under the guidance of core quality.This paper explores the theory and practice of the inquiry experiment teaching design of high school biology based on core literacy.In this study,a variety of research methods were used to carry out the following work:First,using the literature reading method,through reading a large number of references,we clarified the current research status of core literacy and exploratory experiments at home and abroad.On this basis,we formed the theme,methods and ideas of this research,reviewed the research progress at home and abroad,as well as the relevant theoretical basis and concept definition,and demonstrated the necessity of carrying out research on exploratory experimental teaching in high school biology.Second,we used questionnaire and interview methods to understand the teaching situation of inquiry experiment at the teacher level and student level,identify the existing problems,combine the results analysis and the connotation of core literacy,propose teaching principles and strategies for the problems found,and carry out innovative teaching design based on the general process of inquiry experiment.Third,we applied the well-designed exploratory experimental teaching design to practice,adopted the quasi experimental research method,randomly established the control class and experimental class,used different teaching methods for teaching,used the questionnaire survey method to design evaluation papers and core literacy improvement questionnaires,and tested the teaching effect of exploratory experimental teaching design.Fourthly,from the perspective of students’ achievements and the improvement of core literacy,we made statistical analysis and reflection on the practice results,drew relevant conclusions,summarized the problems in the current inquiry experiment teaching of high school biology,and put forward relevant teaching suggestions.The results show that the inquiry experiment teaching has a positive impact on the improvement of students’ biological achievements in the experimental class,and is superior to the control class in terms of the performance of each dimension of core literacy.The teaching strategy designed in this study is effective,which provides a reference for biology teachers to better carry out inquiry experiment teaching,and also proves that the redesign of inquiry experiment has improved the quality of inquiry activities in biology teaching to a certain extent,and effectively implemented the core literacy of students.It is expected that in the future teaching practice,the exploratory experimental teaching based on core literacy can be widely concerned and further studied.