Research On Integrating Ideological And Political Elements Based On Context Into High School Biology Teaching Practic

In 2019,the "Several Opinions on Deepening the Reform and Innovation of Ideological and Political Theory Courses in the New Era of Schools" emphasized the important role of "curriculum ideology" in educating students,indicating that integrating ideological and political elements into various stages and disciplines of education is an important method to implement the fundamental task of cultivating students with high ethical and moral standards.The situational approach creates concrete situations that can actively stimulate students’ emotions,immerse them in problems,guide them to think and explore fully in teaching,and improve their abilities through communication.Therefore,it is worth further analyzing the rationality and effectiveness of organically integrating ideological and political elements with high school biology teaching using situational approach.In this study,by referring to other relevant literature and materials,,were organized and summarized the ideological and political elements contained in the textbooks of high school biology into five aspects: political literacy,philosophical literacy,social responsibility,legal consciousness,and scientific spirit,in order to provide convenience and reference for teaching practice.At the same time,through questionnaire and interview forms,the implementation of ideological and political education in high school biology teaching was investigated,the rationality of integrating ideological and political elements into high school biology teaching using situational approach was analyzed,and countermeasures were proposed based on the survey results.Three teaching design cases were then written and practiced,namely,"Carbohydrates and Lipids in Cells","Structure and Function of the Cell Nucleus",and "Aging and Death of Cells",in order to explore the effectiveness of integrating ideological and political elements into high school biology teaching using situational approach through interviews.The results of the student questionnaire survey show that students generally have a high level of enthusiasm for learning biology,and teaching methods that create situations can better stimulate their enthusiasm compared to direct language expression.However,the development of students’ thinking elements in different dimensions is uneven,with political literacy being the most prominent,while philosophical literacy need to be improved.From the students’ perspective,the teaching of various dimensions of thinking elements is generally good,but there are differences among students in different stages of learning,with teachers attaching more importance to thinking elements before students choose their subjects.Overall,students generally agree that integrating thinking elements into high school biology teaching through situational teaching can make the classroom more interesting and diverse,and the development level of students’ thinking elements is generally higher under this teaching method.The results of the teacher interviews show that most teachers agree on the role of situational teaching in the classroom and often use this teaching method,but they have little knowledge of thinking elements and lack a systematic understanding of integrating thinking elements into teaching materials.While most teachers do integrate thinking elements,the materials limit the amount of integration,and sometimes it can be forced or unnatural.A small number of teachers mentioned that due to exam pressure,course workload,and other limitations,they integrate thinking elements less or almost not at all.Based on the survey results,the paper analyzes three reasons for the problem: limited cognitive and ability of teachers,neglect of character education by students and parents,and the lack of timely transformation of teaching concepts.The author proposes corresponding strategies: deep excavation of life situation materials to promote interaction between teachers and students;avoiding mechanical learning and respecting the students’ dominant position;deep excavation of ideological and political elements in the teaching materials to fully exert the value of education;and transforming teaching concepts to promote teachers’ self-improvement.Based on these strategies,three teaching cases were developed,and the implementation results and student interviews showed that relying on situational context can effectively integrate ideological and political elements into teaching practice,comprehensively helping students improve their ideological and political literacy,and promoting the fundamental task of cultivating students’ moral character.In conclusion,relying on situational context can effectively help integrate ideological and political elements into high school biology teaching,which can promote students’ moral development and character building.However,teachers need to deeply explore ideological and political elements in the teaching materials and integrate them with situational materials in a reasonable manner to achieve the subtle and effective educational effect.