Scientific Literacy of Bin Luo Middle School affiliated to Jinggangshan University In today's world where science and technology are constantly changing our lives, scientific literacy is an indispensable ability for every citizen. Therefore, the new "Biology Curriculum Standard" takes improving the literacy of biological science as one of the basic concepts. "Biological literacy" mainly refers to the biological concept and scientific inquiry ability needed to participate in social activities, economic activities, production practice activities and personal decision-making, including understanding the relationship between science, technology and society, understanding the nature of science, and forming scientific attitudes and values. It can be summarized that biological literacy is mainly composed of scientific knowledge, scientific ability, scientific method, scientific consciousness and scientific quality. It can be seen that having biological literacy is helpful to deal with the relationship between man and nature, man and society, and man and technology, and can better adapt to society. After the curriculum reform, middle school biology textbooks are closer to life, nature and society, and more scientific and interesting. This is not only helpful for students to understand and master biological science knowledge, but also helps to promote the development of students' intelligence and ability, help students understand the nature and objective world of science, and help students form a scientific world outlook and values. Middle school biology teachers should make full use of the characteristics of textbooks and materials related to cultivating students' scientific literacy, strengthen the cultivation of students' scientific literacy and improve students' biological literacy. The following are some specific methods to improve students' biological literacy in teaching. 1. Stimulating students' interest in learning biology is the premise of improving students' biological literacy. The quality of students in rural middle schools is uneven, and their learning initiative is different, so it is particularly important to mobilize students' interest in learning. How to stimulate students' interest in learning biology? The novel introduction of new lessons can stimulate students' interest in learning biology. The introduction of classroom teaching is like the introduction of drama, the prelude of film and television drama, and the well-designed introduction can touch students' heartstrings and make them feel high. Biological knowledge is rich and colorful, and teachers should be good at expressing biological knowledge in exquisite artistic forms, thus stimulating students' interest in learning biology. Different teaching contents will lead to different methods of introducing new courses, but the form should be novel, unique and interesting. For example, when learning "animals living in water", let students observe the shape, body color, body surface structure and movement state of live crucian carp, then cut off their pectoral fins, dorsal fins and caudal fins respectively, and then let students observe the changes of their movement state. The students saw that the fish with the dorsal fin cut off would lose balance and roll over, the fish with the pectoral fin cut off could only swim forward without turning, and the fish with the caudal fin cut off obviously slowed down and swayed. These phenomena make students extremely excited and naturally stimulate their strong interest in theoretical learning. (B) through the implementation of teaching materials in the "activities" to cultivate students' diligent exploration of biological literacy. After the curriculum reform, there are many activities in the teaching materials, and teachers should master the content, difficulty and form of the activities flexibly according to the reality. Try to let students do their own inquiry activities. Emphasize the process rather than the result in the activity, so that students can understand the general methods of scientific inquiry, improve their scientific inquiry ability and cultivate a scientific attitude of seeking truth from facts. For example, when talking about "the relationship between microorganisms and human beings", the textbook arranged a "homemade kimchi" activity. According to the actual situation, teachers can let students make kimchi and homemade wine and rice wine by themselves under the guidance of experienced parents. Students taste their own kimchi and rice wine, which is very fulfilling. This can greatly stimulate students' enthusiasm for learning biology, and lay a foundation for students to further study and master biological knowledge and improve their biological literacy. Second, cultivate students' awareness of life science with rich biological knowledge. If one knows nothing about biology, let alone be interested in it. Only when biological knowledge has accumulated to a certain extent can students become interested in biology. Therefore, in teaching, expanding students' horizons and grasping the relationship between the basic knowledge of teaching materials and the research trends of life sciences in time are conducive to cultivating students' awareness of loving life sciences. For example, by introducing the totipotency of cells, the application examples of plant tissue culture technology are introduced, such as rapid propagation of flower seedlings by tissue culture technology. In the "material basis of heredity" part, the frontier knowledge of life science such as genetic engineering, genetic engineering achievements and human genome project is introduced. For example, fast-growing genetically modified fish obtained by genetic technology in China; Extrusion-resistant and storage-resistant transgenic tomatoes; The human genome project will complete the mapping of all 23 pairs of human chromosomes, and AIDS, malignant tumors, genetic diseases and other stubborn diseases that plague human beings will be overcome, thus greatly improving human health and quality of life. Infiltrating this knowledge in teaching can not only broaden students' biological knowledge horizons, but also enhance students' understanding of the relationship between biotechnology and society, improve students' practice and inquiry ability, arouse students' sense of the times and establish students' awareness of life science. Third, use the history of biological science discovery to cultivate students' scientific research methods. Biological science is a science based on experiments. The concepts and principles of biological science all come from the objective practice and scientific research of scientists. By exploring scientists' scientific research, we can cultivate students' scientific thinking methods and scientific research methods, thus improving students' biological science literacy. For example, when engelmann, a German scientist, did a photosynthesis experiment with spirogyra and aerobic bacteria on 1880, he asked the students to watch the "experiment process" by themselves, and then asked the following questions: (1) Why did scientists choose spirogyra as the experimental material? Guide students to observe the structure of Spirogyra: it has slender banded chloroplasts, which are distributed in a spiral shape, which not only has a large light receiving area, but also is easy to observe. Through discussion and analysis, it is recognized that scientists choose Spirogyra as the experimental material, and it is further recognized that choosing the ideal experimental material is also one of the key factors for the success or failure of the experiment. (2) Why did engelmann temporarily load the aerobic bacteria loaded with Spirogyra in an air-free and dark environment when designing the experimental steps? After discussion, the students agreed that the influence of oxygen and light should be eliminated to improve the rigor of the experiment. (3) Why do you choose a very fine beam to irradiate and detect with aerobic bacteria? Student's answer: This can accurately judge the part of spirogyra cells that releases oxygen. Ensure the accuracy of experimental conclusions. (4) Why do you want to do a contrast experiment between dark exposure and local exposure? Student answer: It is clear that the results are all caused by light, which ensures the uniqueness of the experimental conclusion. It is concluded that chloroplast is the place of photosynthesis. Through inspiration and guidance, students can make it clear: ask questions → create hypotheses → design experiments → analyze results → experiment and observe again, until the internal relationship of things is found out. This is not only the basic process of photosynthesis discovery, but also the basic process of biological science research. This can not only train students' observation ability, thinking ability and analysis ability, but also cultivate students' scientific research methods. But also help students to establish the viewpoint that scientific experiments lead to scientific development, thus improving their biological science literacy. Fourth, improve students' biological literacy through experimental classes. Biology experiment course in middle school is an important link in biology teaching. Through experiments, students' interest in learning biology can be greatly aroused, students can master the most basic experimental skills, and more importantly, their biological literacy can be improved. In teaching, we pay attention to cultivating students' operational ability, observation ability and expression ability, and have achieved good teaching results. (1) Cultivate students' standardized operation ability 1. The teacher asked the students to imitate with standardized operation. Junior high school students are new to biological experiments, and the operation of the experiments is not very skilled and standardized. At this time, it is especially necessary for teachers to demonstrate patiently and carefully to guide students. For example, in the experiment of "Use of Microscope", we have standardized experimental demonstrations on a series of operations such as taking and placing mirrors, focusing light and observing. Let the students do one step normatively and operate one step imitatively. Take taking and placing mirrors as an example. While preaching: "The left hand holds the mirror frame and the right hand holds the mirror arm", while demonstrating the operation, the students follow us to do the experiment. It is easy to cultivate students' standardized experimental operation ability. Another example is that we observe an object and project it on the screen: "First, turn the coarse focusing screw to make the lens barrel slowly descend, and at this time, our eyes should pay close attention to the objective lens;" When the objective lens approaches the slide specimen, turn the coarse focusing screw to make the lens barrel rise slowly until the object image is seen; Finally, gently turn the fine-tuning focus screw to make the image of the object clearer. "This not only cultivates students' standardized experimental operation ability, but also ensures students to observe objects safely and quickly.

2. Ask questions and conduct targeted training. Experiments related to microscope often directly affect the effect of observation experiments because of poor operation ability. Therefore, in biological experiment teaching, we often use the method of asking some questions to carry out targeted training, so as to improve students' experimental skills. For example, before observing the experiment of "leaf structure", it was put forward: "Only one layer of plant cells can be seen clearly under the microscope. If the cross section of the blade is cut too thick, can you see the blade structure clearly? What should I do if I can't see clearly? " Using this problem naturally leads students to use double-sided blades to make temporary slide specimens of leaf cross-section before observation, and students also carefully select the thinnest section. This can not only improve students' skills of slicing by hand, but also allow students to have more time to observe the internal structure of blades in the experimental class. (2) Make students master the correct observation method. During the experiment, students often blindly observe the experimental objects or specimens. Teachers should seriously and clearly tell students what to "see" (observe) and how to "see". Only in this way can teachers correctly guide students to observe purposefully, and students' observation effect will be good. For example, when observing the structural level of green flowering plants, teachers ask students to observe the organs of green flowering plants from the whole to the part and from top to bottom; Then, when observing their fruits with a magnifying glass, ask the students to observe their ingredients from outside to inside. Plant observation and anatomical experiments should be carried out in strict accordance with a certain order. For example, if the stamens (stamens and pistils) are dissected first, the sepals and petals outside the stamens will be seriously damaged, which is not conducive to observing the shapes of the sepals and petals outside the stamens. Therefore, when dissecting and observing the structure of each part of the flower, it should be done from bottom to top and from outside to inside, that is, first look at the stalk, receptacle, calyx and corolla, remove the sepals and petals on the receptacle, then look at the stamens and pistils inside, and finally cut open the ovary of the pistil to observe the structure of the ovule in the ovary. (3) Cultivate students' expressive ability. The so-called experimental expression ability refers to the ability to analyze and explain the phenomena and results in the experiment and draw correct conclusions by using biological concepts and principles. The key to exploring experiments is to be able to draw correct conclusions according to experimental phenomena. This requires teachers to strengthen the cultivation of students' expressive ability. First of all, teachers must strengthen the teaching of basic biology knowledge, so that students can understand the concepts and principles involved in junior high school biology textbooks. Secondly, teachers constantly provide students with opportunities for expression and communication, so that they can improve their expression ability in their usual communication activities. To this end, we arranged the link of expression and communication between groups in each inquiry experiment. Teachers usually ask students to write more experimental reports and investigation reports, and encourage students to show their experimental reports and investigation reports by using the window and blackboard newspaper, which greatly mobilizes students' passion and desire for writing. In short, in daily biology teaching, we should put the cultivation and improvement of students' scientific literacy into practice, seize all favorable opportunities, stimulate students' interest in learning biology, constantly enrich students' biological knowledge, master scientific thinking methods, and establish students' scientific consciousness, thus promoting the formation, development and improvement of students' scientific literacy.