The Deep Integration of High School Biology and STSE under the View Valve of Core Literacy

Authors

  • Jingting Chen Anqing Normal University
  • Liwei Yin Anqing Normal University
  • Zhu Huang Anqing Normal University
  • Shuzhen Li Anqing Normal University
  • Yiying Li Anqing Normal University
  • Wenjing Li Anqing Normal University https://orcid.org/0009-0009-7419-9124

DOI:

https://doi.org/10.47852/bonviewCETR23209870502

Keywords:

core literacy, high school biology, STSE

Abstract

With the increasing emphasis on core literacy, the concept of STSE education has been widely used in high school biology courses. In this paper, we analyze the three levels of lesson preparation, teaching and evaluation, and find that there is still much room for improvement in the implementation of STSE education, i.e., misunderstanding of the connotation of STSE education and single material selection, lack of holistic and participatory teaching process, and "dogmatism" or "liberalism" in educational evaluation. The problems of "dogmatism" or "liberalism" in educational evaluation are discussed in terms of how to select and optimize STSE teaching materials, strengthen the integrality and participation of STSE teaching, and enrich the evaluation subjects and content methods.

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Published

2023-05-25

How to Cite

Chen, J., Yin, L., Huang, Z., Li, S., Li, Y., & Li, W. (2023). The Deep Integration of High School Biology and STSE under the View Valve of Core Literacy. Contemporary Education and Teaching Research, 4(05), 200–204. https://doi.org/10.47852/bonviewCETR23209870502

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Section

Research Articles