Sixth high school, cary
As the economic, social and biotechnologies continue to develop and biology becomes more important, so does the core of biology, which has become a necessary and essential commodity for students. As a result, teachers need to adapt their teaching concepts and methods from the point of view of raising the student's core literacy and to infiltrate the biology core into the biology class at the lower secondary level。
Biology is a science of life phenomena and patterns of life activity and is one of the most based disciplines in the natural sciences, and its importance is growing as economic, social and biotechnologies evolve. It is therefore particularly important to develop core student literacy in the biological classroom at the lower secondary level, which should permeate the biological classroom。
I. Fostering students ' perception of life by freeing animals from experiments
The concept of life means the abstraction of the interpretation of observed life phenomena and interrelationships or characteristics, and the perception, perception and method of thought that can be understood or interpreted as biologically related events or phenomena. The new curriculum lists life stances including structure and function, evolution and adaptation, stability and balance, and substance and energy。
In junior high-school bioexperiment classes, many experiments are used in small animals, such as inquiries into the effects of light on the lives of rat women, observation of earthworms, observation of blood flows within small fish tails, which are used in animal life and are released after the experiment. The experiment shows that rats like to live in dark places, and we can put them under dark trees, under flower basins, etc. Earthworms breathe with wet walls, so they often wipe their walls with wet tampons in the course of the experiment in order to maintain their normal breathing. Some of their classmates do not notice this during the experiment, leading to the death of earthworms after the experiment, to the death of earthworms and to the guilt, grief and vulnerability of their students. Earthworms like to live in dark, damp places and add to the fertility of the soil, and we can put earthworms at work. Fish can't escape water, we know that fish breathe in water, that in the experiment they are wrapped up in wet cotton, and that they often drop water on wet cotton, so that they can breathe normally, and that after the experiment, they can be placed in the school pool. By freeing these small animals, students are trained not only to love animals, but also to develop their sense of life。
Ii. Building the scientific thinking capacity of students through experimental research
“scientific thinking” as an important component of the core of biology focuses on students' habits and abilities to embrace a rigorous and pragmatic approach to knowledge and to solve practical problems. In previous teachings, teachers used to irrigate biological knowledge directly to students, students ' minds were prone to hardening, making rational thinking difficult, and teachers should give students more time and space to think, and students should develop rational thinking in biological patterns and bioscientific reasoning。
In the experiment " the environmental conditions of seed growth " , teachers first asked students to tell them what the conditions for seed growth were, based on their life experience. Many students said that seeds needed moisture, sunlight, soil, nutrients, etc. Teachers can ask questions. Are they right? How do you test your theory? Thus, students know that imagination is not a fact and that it is to be tested by experiment。
Teachers distributed the experiment materials to each group, 40 soybeans seeds, 8 napkins, 4 disposable plastic cups and 1 glass of water. The group designed its own experiments and completed them, after which each group presented its own experiments. By demonstrating that many of the groups can do the experiment correctly, there is only one problem: the material used in the teaching material is a can, with a cover, and we use a one-time plastic cup, with no cover. Many of the groups have a plastic cup spread, water spills naturally and students are helpless. There are, however, groups that directly correct plastic cups, which also allow students to experience different approaches to experimental materials and learn to innovate. Upon completion of the experiment, the teacher will further direct the students to analyse the comparison of each cup, follow the single variable principle and identify the variables. Many of the teams were able to analyse the numbers 1 and 2, 2 and 3, but the contrast between the numbers 4 and 2 stated that the variable was water. Teachers are guided, not aquatic plants. What if all of them were flooded? Why? At that point, students will know that it is the lack of air. So variables 2 and 4 are air. What are the conditions for allowing students to summarize the needs of seed growth through a comparative analysis of experiments? Combining the seeds that pre-school students have suggested requires sunlight, soil, etc., can also encourage students to be bold in experimenting, to follow all conjectures, to test them with experiments, to develop students ' attitude of respect for science, to exercise both their scientific thinking and their scientific exploration and innovation。
Iii. Building the capacity of students to explore science through modelling
Exploration is an important means of acquiring new knowledge, and scientific research is essential for the development of biological knowledge and conclusions at the junior secondary level. In the section on the study of the animal movement, students understand the composition of the sports system well, but there is some difficulty in how the bones, joints and muscles perform an action. Here, the teachers prepare materials, two long cardboards, screws, leather bands for each group, which will allow the students to make a stretching elbow model based on the material, and the teachers will let the students explore it and then give guidance. When the model is ready, the student will show what structure the cardboard, screw and skin band simulate, respectively, and the student will show the elbows and elbows. At first, many students used to move models by pulling two cardboards. The teacher suggested that in order to complete an exercise, first the muscles were stimulated by the nerve, and the muscles were constricted and the bone around the joints, at which point the students knew to pull the bands first, thus pushing the cardboard around the screws and correctly completing the elbows and stretching. Through groups, students work together to produce models and demonstrate, not only to exercise their ability to collaborate and exchange, but also to explore their knowledge and to stimulate their interest in biological learning。
Iv. Fostering social responsibility of students through data analysis
Social responsibility refers to the ability to act on the basis of biological awareness, to participate in personal and social discussions, to make rational interpretations and judgements and to solve problems of productive life。
In studying the chapter " the impact of human activity on the biosphere " , first of all, a beautiful and beautiful video was shown to make students feel the beauty of the biosphere and the joy and happiness of living there. But as soon as the picture turned into a piece of the forest that was cut down, a large number of wildlife were captured and killed, and a large number of shrimps died in the water, the teacher asked whether we could do anything about it. As a responsible citizen, what should be the claim to itself? Students are also assigned to collect images and information about environmental damage and to allow them to present and communicate. By collecting, collating and analysing information, students can shock and resonate, thereby making them aware of the caring environment and the emotional upgrading that has taken place from me, thus enhancing their sense of social responsibility。
The development of core literacy is a great challenge for teachers today, not only in the classroom but also beyond. As the first-line teacher, it is necessary to update the concept of education in a timely manner, to transform the approach to education and to give full expression to the modern concept of teaching, which is “centred on the development of the core of students”, so that the core concepts of life, rational thinking, scientific exploration and social responsibility are fully reflected in the classroom, thereby fulfilling the fundamental mission of the literian。
