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

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.