Improve biological science literacy, advocate inquiry learning, and pay attention to the connection with real life. This change in teaching philosophy has made us stop teaching textbooks and use them instead. In the process of perceiving and being familiar with the new curriculum, the old and new teaching concepts constantly collide with each other. This kind of spark, occasionally excited, occasionally painful, although the emotion is very complicated, but I firmly believe that a single spark can start a prairie fire. I take the initiative to learn modern teaching theory, draw lessons from the experience of teaching frontier, and pay attention to summing up my work. I am full of confidence in the future development prospects of teaching reform and education.

The following is a brief discussion on the understanding and practice of biological science literacy:

First, my understanding of biological science literacy

Biological science is one of the basic disciplines in natural science, and it is a science that studies biological phenomena and the laws of life activities. It is the foundation of related applied science in agriculture, forestry, animal husbandry, agriculture, fishery, medicine and health, environmental protection and so on. Biological science has experienced the development process from phenomenon to essence, from qualitative to quantitative, and combined with engineering technology, it has more and more influence on society, economy and human life. Therefore, in high school, it is the call of history to let all students learn biology well, and it is imperative to look forward to the future.

The important idea of the new curriculum is to face all students and improve their biological science literacy. There is such a statement in the senior high school biology curriculum standard: "The curriculum objectives, contents and evaluation stipulated in this standard should be conducive to improving each student's biological science literacy." "Biological science literacy refers to the biological science concept and scientific inquiry ability needed to participate in social life, economic activities, production practice and personal decision-making, including understanding the relationship between science, technology and society, understanding the nature of science, and forming scientific attitudes and values."

In other words, when designing teaching activities, our front-line teachers can only meet the requirements of the new curriculum by paying attention to the cultivation of biological science literacy.

Second, the basic practice of cultivating students' biological science literacy

In the decades since the founding of the People's Republic of China, China's secondary education has been dominated by the syllabus. When we guide the college entrance examination according to the teaching materials, we take the outline as the key link and take it as the basis. To what extent is the teaching material suitable? Most people of insight believe that guiding students in the college entrance examination can neither exceed the outline nor reduce the difficulty, but just grasping the "outline" is the best measure.

Nowadays, the concept of new curriculum standards has changed, and it is a new challenge to cultivate scientific quality. Never engage in today's teaching activities according to past experience, and avoid wearing new shoes and taking the old road. Then, in the process of teaching with teaching materials according to the curriculum standards, how to effectively use the contents of teaching materials and the curriculum resources around us according to the requirements of the curriculum standards to meet the requirements of the curriculum standards? Two and a half years' practice in the new curriculum has made me realize that to effectively cultivate students' biological science literacy, we should at least start from the following five aspects.

(a) combine with the frontier of science and develop the potential of scientific research

The new curriculum adds some frontier knowledge of science, especially modern biotechnology. This reminds us that cultivating scientific quality is by no means an armchair strategist. In teaching, we should introduce the latest scientific research results in a simple way to meet the requirements of the new curriculum standards.

In order to better develop students' potential and stimulate students' interest in biological science, I often meet the requirements of curriculum standards through discussion in class according to the curriculum standards and the contents of science and technology news. For example, the Nobel Prize in Physiology or Medicine was announced in 2009. Three American scientists discovered telomerase produced by the root cap of chromosome, which can lead to aging and cancer. I said that eukaryotic cells have chromosomes, which is related to this content, so when I was in class, I released this big news and introduced the general content. Then, organize students to discuss through a series of questions.

I said, "The Nobel Prize in Physiology or Medicine was announced at Karolinska Medical College in Sweden. The winners are three American scientists. " Turn on the big screen at the same time. When people saw the photos of Elizabeth H. Blackburn, Carol W. Greider and Jack W. Szostak, and looked at three scientists, two men and one woman, they immediately got excited. Some people are not convinced, and some people point fingers at gender and looks. Yes, as early as in the introduction class, the students felt sorry for Professor Zou Chenglu. The world-famous crystalline bovine insulin was successfully developed in China in 1965, which made the world biological community sit up and take notice. Unfortunately, that regrettable reason made it miss the Nobel Prize. Today, when I saw the American winning the prize, I was both envious and jealous. I'll make sure the students' psychology is normal first. Then, make a simple knowledge base and discuss it.

Through heated discussion, we all know that this scientific research achievement is undoubtedly an explosive news for the medical community and even human beings. Science knows no borders, and we should applaud it. The students put forward their own opinions on this scientific research achievement and fantasized about the future development prospects. Although some viewpoints are a little naive, everyone has a strong interest and sense of participation in the development and changes of the frontier of biological sciences, and has a deep understanding of the current knowledge, and also intervened in the last chapter of this semester in advance, laying the foundation for the final review and the formation of the whole module concept map.

(B) linked with traditional virtues, promote national culture.

As an ancient civilization, China has many traditional virtues that need to be carried forward continuously.

For example, when it comes to meiosis and fertilization, everyone understands the long journey of sperm and the hardships of embryo development, thus arousing the consciousness of cherishing life and honoring parents.

For another example, when it comes to genetic diseases, everyone recognizes the benefits of distant hybridization from the perspective of genetics, and also agrees with my love radius. So as to restrain the tendency of puppy love and consciously abide by the rules of students.

(C) contact the actual life, and guide the correct consumption.

A lot of biological knowledge is closely related to real life. I often guide students to use what they have learned to explore the scientific nature of the cases around them, thus guiding correct consumption. For example, many biological products and advertisements are good curriculum resources.

When talking about the specificity of enzymes, I suggest that students discuss the function and principle of drug capsules and sugar-coated tablets, so as to master the common sense of drug use and ensure good health.

When it comes to the chemical composition of cells, it is found that cramps, a symptom of calcium deficiency among students, are more common, accounting for about one-third of the total. This will affect the normal development of the body. How to make up? Market research found that calcium agents ranged from several hundred yuan to several cents. So, which product is economical and effective to eat? After discussing what we had learned, we suddenly understood. It turns out that drinking bone soup often is the best way. There are many examples like this, involving food, medicine, ornaments, clothes, home decoration and many other aspects. In the view of consumption, biological knowledge plays a guiding role.

Seize this opportunity, I will say to my classmates: it is not important for me that you study arts and sciences. I will like you equally and respect your choice. What worries me most is that you don't like biology, because this subject will be useful to you all your life, and you can't refuse it.

In fact, in private, some students regard me as a close friend and discuss with me the treatment schemes for acne, indigestion, constipation, even girls' long hair and family diseases. I try my best to be their in-class guidance and out-of-class staff.

(d) Linking the theory of production process with practice.

There are many examples of the production process in the new curriculum standard textbooks, many of which are experiments and experimental suggestions that students must do. According to the content of curriculum standards, it will achieve better results to arrange the order of teaching materials properly.

Brewing, for example, is the content of elective one, but its principle is particularly conducive to the breakthrough of the key and difficult points of compulsory one. I arranged this extracurricular experiment in the middle of September, and suggested that students complete it voluntarily. Then, with the deepening of the course and the progress of home brewing, teaching activities will run through the first module. Through study and practice, students can experience the joy of biological skills and scientific research. Especially on New Year's Day, the finished wine will be put on the table, which will push the teaching achievements of a semester to a climax.

(five) contact with related disciplines to improve the overall quality.

Our daily teaching work should not only face all students, but also lay a foundation for students' life. Everything is for the students, for all the students. From this point of view, no subject is independent, and it needs coordination and cooperation to help students form comprehensive skills in order to meet the needs of future development.

First, pay attention to the role of tools. In biology class, I will guide students to use the basic knowledge of Chinese to examine questions; Summarize the biological laws with rhetorical methods such as metaphor, association and generalization; Memorize biological terms with English abbreviations; Transfer new biological concepts with mathematical concepts; Understanding the new biology curriculum with the knowledge of chemistry and physics.

In order to cultivate students' comprehensive quality, render the classroom atmosphere and improve the teaching activities to the level required by the curriculum standards, I often use the charm of language to infect students in addition to modern teaching methods such as video, courseware and physical projection, so that everyone can understand the charm of biology refreshing.

For example, when I finish the three stages of aerobic breathing, I will lead the students to summarize the general reaction formula of aerobic breathing in the form of a series of questions. Then he asked: "There is water in the raw materials and products of aerobic respiration, can it be omitted?" Why? Students will say, "No ... because the second step needs water, and the third step produces water." At this time, I jokingly said, "Yes, this water can't be broken, because it can't be hydrolyzed far away." In this way, everyone strengthened the key knowledge in laughter.

On this basis, I will continue to improve. Put forward: "What is the essence of aerobic respiration? Is the raw material limited to glucose? " Obviously not, because as long as organic matter contains energy, it will become the raw material for cell respiration when needed. Only the path of decomposing sugar is relatively simple, so sugar is the main energy substance. Glucose is a monosaccharide, which is more convenient to use and becomes an important energy substance. Of course, other organic substances can also be used as raw materials for cell respiration, but a tortuous path is needed to form pyruvate to continue the path introduced in the textbook.

Practice has proved that paying attention to the relationship between disciplines is helpful to close the distance with students and improve their comprehensive quality.

Second, understand the status of biology. For example, from a short distance, last year's non-propositional composition was based on the color blindness discovered by Sheldon, a compulsory course in biology. From a distance, good living habits and healthy living concepts will affect employment, communication, marriage and childbearing, and even generations of people.

Third, the teaching effect and prospect

As the saying goes, love is the best teacher; A man can take a horse to the river, but he can't make it drink water. In my opinion, in the process of implementing the new curriculum, the cultivation of students' biological science literacy focuses on the cultivation of interest. Improving literacy is the main thing, and ideal achievement is only a by-product, which is a matter of course.

Cultivating biological science literacy has a long way to go. It is hard and happy to carry out the concept of new curriculum standard.

Contact life practice

Improving students' biological science literacy

Biological science literacy refers to the biological science knowledge, inquiry ability and related emotional attitudes and values that citizens need to participate in social life, economic activities, production practice and personal decision-making. It is not difficult to see that one of the important ways to improve students' biological science literacy is to closely link biology teaching with individuals and society. At the same time, the new curriculum emphasizes paying more attention to students' experience and strengthening the connection between book knowledge and life. It can be seen that it has become an important strategy and highlight of curriculum reform to guide students to get in close contact with life, enter books from life, and then return to life from books, and promote the intersection of the two.

At present, teachers generally attach importance to the connection between biology teaching and life practice, but it is often the life practice of adults. Psychologically speaking, it is difficult for people to be interested in things that have nothing to do with him. Therefore, the teaching content should be as close to the life of students as possible, not the life of adults. Only in this way can teachers build a bridge between biology and students' life, guide students to be good at thinking about biology in life, be good at capturing, acquiring and accumulating biological knowledge in life, make abstract and boring biological knowledge concrete and live, make students feel more cordial and realistic about biology, feel the fun and functionality of biology, and experience the charm of biology, thus enhancing students' awareness of the application of biological knowledge and effectively improving their biological science literacy. I think we can recruit people from the following three aspects:

First, the use of students in real life problems to introduce new knowledge

Educator Comenius said: "Teaching is an art that makes people feel happy." In the teaching process, teachers make full use of the examples around students and introduce new teaching topics, so that students are edified, infected and inspired in a pleasant, harmonious and special atmosphere, so that students feel close to biology and feel that biology and life are not mysterious. But also induce students' strong desire and interest to explore new knowledge.

For example, when I was studying the section "the basic way of nerve activity-reflection", I introduced it like this: (1) Every time the bell rings, everyone will immediately run into the classroom and get ready for class. Excuse me, is this behavior mainly due to the human body system at work? (Arouse students to review old knowledge) (2) The nervous system can regulate the human body, so how does the human nervous system work? The basic way of introducing neural activity-reflection (a new topic). This kind of introduction is based on students' experience and is easy to stimulate students' interest in learning new knowledge. Students are eager to know about the work of the nervous system and pay attention to it. Their thinking can naturally keep up with the ideas designed by the teacher.

Another example is learning "fungi in the third quarter". I introduced it like this: show me fungus, mushrooms, moldy orange peel, moldy bread and so on. And ask students to guess what these seemingly different organisms have in common. This introduction is simple and effective. Students often come into contact with these creatures. Usually I don't consciously think about what they have in common. Inspired by the teacher, students' curiosity is stimulated and their thinking becomes active.

Making full use of students' real life problems to introduce new knowledge in teaching has increased students' consciousness and initiative in learning.

Second, establish a learning platform based on students' life experience.

The humanistic school of modern psychology believes that learning is a process of exerting potential and realizing self-needs, while environment is a condition to limit and promote potential, and its role is to allow or help people realize potential. In biology teaching, linking students' life experience and needs for biology with knowledge teaching can give full play to students' initiative, turn the learning of dead knowledge into meaningful and vivid life experience, construct new knowledge and create. This is the psychological basis for educators to emphasize "the unity of knowledge and action". I think we can start from the following aspects:

1. Create the relationship between problem scenarios and life practice.

Problems are the source of wisdom and the source of learning desire. Therefore, the use of life cases to create problem scenarios is conducive to stimulating students' thirst for knowledge, inspiring students' thinking, and also conforms to the cognitive law of students from image to abstraction and from sensibility to rationality.

For example, when learning "infectious diseases and their prevention" and talking about the transmission route of AIDS, we can set some questions to guide students to discuss. For example, some students think that "shaking hands can infect AIDS", which leads to discussion of problems and guides everyone to correctly understand AIDS.

2. Share the gains in life by "experiencing * * * enjoyment".

Tell the unique perceptual knowledge and special experience of some biological or life phenomena to share with other students, so that other students can obtain indirect perceptual knowledge, so as to serve them with correct, firm and vivid biological knowledge. For example, organize everyone to discuss what infectious diseases they have had, and what are their characteristics? Another example is to organize students to illustrate simple reflection and complex reflection. Students broaden their horizons through sharing.

3. The formation of scientific concepts and life practice

Junior high school students have little knowledge and experience, mainly thinking in images. On the basis of thinking in images, they form biological concepts, which is also a transitional process from understanding individual phenomena to comparing the similarities and differences of different objects. They usually start with specific things. After analysis, comparison, synthesis and generalization, a concept is formed. The formation of concepts needs intuitive images to help them perceive and understand, so in the process of learning, students' existing knowledge and experience should be mobilized to help them construct new concepts independently.

Take the formation of the concept of reflection as an example: (1) Experimental introduction (clap your hands and grasp your fingers). Through analysis, it is concluded that our activities need the control of the nervous system. (2) Complete knee-jerk reflex, and draw the conclusion that this reaction is regular, so as to cultivate students' observation ability and experimental ability. (3) Knowing the reasons of these three activities, through comparative analysis, students come to the conclusion that reflection is caused by various stimuli (external or internal). (4) Draw a conclusion and summarize the concept. Students gradually form scientific concepts through experiments, especially the analysis of experiments, which also helps to cultivate students' thinking ability.

These experiments are inquiry experiments, and scientific inquiry is an important method and process for people to acquire knowledge and understand the world. Therefore, these experiments also meet the students' innate demand for exploration and new experience, which helps students to participate in exploration and discovery, experience scientific processes and methods, and experience the happiness brought by exploration, and help them become explorers of knowledge.

Third, build an activity platform to show that learning is life.

1. The relationship between the significance of experiential knowledge learning and life practice

From the scenes and situations in life, especially the little things around us, we can impress students' emotions and promote them to apply what they have learned in practice.

For example, when it comes to preventive measures against infectious diseases, we can use some rigid membranes: for example, the doors and windows of classes are always closed, which leads to poor ventilation; Education is very important because students don't do exercises seriously during recess. It shows that students' hygiene is not thorough. Ignoring some edges and corners leads to the breeding of germs. All the examples come from students' lives and scenes, which helps to improve students' attention. For example, let's talk about three links to control the epidemic of infectious diseases, so that the study and practice of biology are closely linked: for example, piercing ears, tattooing eyebrows will also bleed, and men and others will also bleed when using razors, and they all feel the possibility of contracting AIDS.

Let students study and discover. Let students experience the meaning of knowledge in life, which can improve their interest in learning biology.

2. Experience the application of knowledge and make it clear that learning is life.

For individual psychology, no matter how wonderful and vivid the lecture is, it can't replace personal direct experience and personal feelings. Even a little experience can leave a deep memory. Activities are the source of students' psychological development. Without activities, there will be no real education. Without the active participation of students, it is not a successful education class. We can design some inspiring activities, so that students can experience in the activities, feel in the experience and grow their wisdom in the feeling.

For example, in the course of "Infectious Diseases and Their Prevention", we can join the short film "Preventing Infectious Diseases, Starting with Small Things Around us" filmed by students themselves, organize students to observe the daily behavior of students in the short film, guide students to discuss the film, and see how our students do these small things around them. Find out their wrong practices and opinions. Then the students speak and put forward the correct way. Teachers classify in time.

This short life drama skillfully uses the knowledge of the text and is close to students' life. It is both lively, interesting and enlightening. First of all, the students have gained a lot, and the feeling of being a star for the first time is different. Secondly, because the sketch was taken by the students themselves, it attracted the attention of the students, and everyone participated in the study through careful observation and active discussion. After the curriculum reform, this kind of activity similar to sketch has been used by more and more people in teaching.

3. Deepen the teaching function and let teaching return to life.

Students should not only develop intellectual education, but also develop moral education, aesthetic education and physical education. Therefore, it is also important for students to express their opinions in some practical investigation activities and explore the social significance of these investigation activities. For example, when studying Infectious Diseases and Their Prevention, we should guide students to realize that AIDS patients are patients rather than sinners, and we should understand, tolerate and help them no matter why they are infected with AIDS. During this discussion, Gong Wei realized that the epidemic of infectious diseases needs three ways, and at the same time, it can cultivate students' feelings of caring for others and society.

Practice has proved that students' life practice is closely related to biology teaching, which is not only a breakthrough point to improve students' interest in learning, but also a means, purpose and destination to improve students' biological science literacy, and an effective method to improve students' biological literacy. As the saying goes: "How can the canal be so clear, because there is running water at the source".