STS education emphasizes the cultivation and training of participation consciousness and the compatibility of science, technology and society. In the relationship between science and technology, we attach more importance to technical education than before, value orientation in the relationship between science and society, learning from problems in the relationship between basic theory and practice, and quality education in the cultivation of general quality education and senior professionals [1].
Biological competition refers to a series of activities such as counseling, training, selection and examination. Around the domestic biological preliminary competition, league matches, competitions and international biological Olympics. The essence of the educational function of biological competition is quality education. The overall improvement of people's comprehensive quality is the general requirement and trend of social development, especially at present, human beings have entered the knowledge economy society, so it is particularly urgent to improve people's comprehensive quality. As the backbone of China's future social construction and development, it is very necessary for middle school students to improve their biological science literacy. In recent years, professional tutors in our province have actively explored and practiced STS educational ideas in biological competitions, constantly enriched their knowledge, improved their teaching strategies, improved students' understanding of the interactive relationship between science and technology and society, and promoted their all-round development in knowledge, ability and morality, and achieved gratifying results. Let's talk about how to infiltrate STS education thought in biology competition.
First, pay attention to social needs and understand the new progress of biological science.
Biology is a basic applied subject, and the new progress of biological science is endless. Both microscopic cells and molecules and macroscopic environment and resources of the earth are changing with each passing day. Teachers based on teaching materials, but not limited to teaching materials, timely introduce social hotspots related to biology in the field of science and technology at home and abroad, so that students can see the application of scientific knowledge in all aspects of production and life, which not only broadens students' horizons, but also stimulates students' interest in learning, and forms a consciousness of consciously longing for new knowledge. As a middle school teacher who counsels biology competition, we should appropriately increase the teaching content of biotechnology and its application in the teaching process, so that students can always feel the internal connection between their knowledge and society in class, which undoubtedly injects new impetus into students' learning. For example, when teaching "the essence of genes", after telling the structure of DNA molecules and the content of genetic information contained in them, students can realize that everyone's DNA is not exactly the same, and DNA fingerprinting technology can be introduced. By using this technology, criminal investigators can identify blood samples, even a hair, from the crime scene, so as to identify the criminals. In the teaching of "gene mutation and other variations", when talking about the types and prevention of human genetic diseases caused by genetic material changes, students can be introduced to the latest progress of the human genome project. Through this project, human beings can clearly understand the composition, structure, function and relationship of human genes, and accordingly put forward the goal of treating diseases at the gene level (namely gene therapy), such as injecting insulin gene into the cells of diabetic patients by gene therapy, so that they can make themselves. When teaching the content of "cell totipotency", taking the tissue culture process of plants as an example to help students understand this part, we can introduce plant cell engineering technology and cloning technology, as well as the application of this technology, including the mass production of paclitaxel, artificial seeds, cloned animals, the acquisition and application of monoclonal antibodies, etc.
Two, combined with the actual production, pay attention to the development and application of biotechnology.
The basic spirit of STS education is to combine science education with social development and social life, so that students can realize the role of science and technology in production and life, thus cultivating students' feelings of loving science and life, and being satisfied intellectually and emotionally [2]. Therefore, STS education ideas should be infiltrated into teaching, so that students can realize that new technologies can be created by using scientific knowledge, and the application of technology is conducive to social progress and environmental improvement. For example, around the teaching of "enzyme", pectinase can decompose pectin in pulp cell wall, and introducing pectinase can improve juice yield and make it clear; Enzyme washing powder has stronger decontamination ability than ordinary washing powder; Toothpaste containing enzyme can decompose bacteria between teeth, make teeth smooth and fresh; When you have indigestion, you can take multienzyme tablets containing a variety of digestive enzymes. When teaching "photosynthesis", greenhouse cultivation can be introduced to stimulate students to explore how to improve crop yield by controlling light intensity, temperature and changing the concentration of carbon dioxide in crop environment. In the teaching of "Energy Flow in Ecosystem", after students have made clear the process and characteristics of energy flow, the introduction of ecological agriculture is introduced, which realizes the multi-level utilization of energy and makes energy flow to the most beneficial part of mankind continuously and efficiently.
Third, in the face of difficult problems, advocate cooperative inquiry learning.
STS education pays attention to cooperative learning, and the whole teaching process is student-centered. Teachers are the participants and organizers in the teaching process, as well as the collaborators, instructors and service providers of students' learning [3]. The teaching process is not only a problem-solving process for students, but also a part of students' life. In the teaching process, students are divided into several groups, and each group helps each other, so that students can build their own knowledge system and grow up in independent, cooperative and inquiry learning. Group learning makes students change from passive to active, and organically combines individual self-study questioning, group exchange and mutual assistance, and teacher guidance to sublimate knowledge. Especially in the group discussion, the group members cooperate with each other, and the students' intelligence and personality potential are fully exerted, which reflects the students' main role; The cooperation and competition among groups stimulate the enthusiasm of learning, and finally make students improve together in complementary promotion. Students' knowledge, skills and abilities have been developed, their ability to take exams has been improved, and their comprehensive quality has reached a new level. For example, in the teaching of Ecology, students work together in groups to summarize this part and build a knowledge system as shown in the following figure:
In the study of "Arthropods", the students dissected the representative animals of Crustacea, and combined with group discussion, sorted out and summarized the appendages of crayfish:
Appendages of crayfish
In the first section, a pair of appendages completely degenerated. Even if the other sections healed, a pair of appendages remained, with a total of 20 sections, 19 appendages.
Fourth, cultivate participation consciousness and improve decision-making ability.
"Participation" and "decision-making" are important manifestations of STS's educational thought. While learning textbook knowledge, guide students not to shut themselves up in the classroom and "concentrate on reading sage books", but to put themselves in the real world, pay attention to major issues closely related to human survival and development, such as environment, population, resources and food, and answer current social phenomena and problems with what they have learned [4]. In the above "environmental protection" class, firstly, a series of collected data are presented to students to make them realize that the forest coverage rate in China is low, and it is further reduced with environmental pollution every year; Then let the students think about the following questions: Why does our government make environmental protection a basic national policy? What are the causes of environmental deterioration in many parts of China? What are the specific ways and methods to do a good job in environmental protection according to the actual situation in this region? This will help students to participate and make decisions. Students not only gain knowledge in participation and decision-making, but also use knowledge and deeply realize the value of scientific knowledge. While solving the problems related to textbook knowledge, students abandon the utilitarian idea that learning competition knowledge is only for further study, but truly understand that learning this subject knowledge will help solve human problems. For example, in the teaching of "cell breathing", students can be arranged to make fruit wine. Before making, organize students to search for information, so that students can understand the facultative anaerobic lifestyle of yeast, the conditions needed for fermentation, traditional fermentation methods and the source of yeast used in fermentation technology, and then organize students to discuss how to ensure that the fermentation liquid is not polluted and how to control the temperature during fermentation. When encountering these problems, encourage students to think and solve them. In the whole process, the teacher always plays the role of observer, and all students make decisions. The following experiments are designed for students: