Integrating Teachers’ Educative Functions with Science Education in High School Biology under Quality-oriented Education

Abstract

Quality-oriented education calls for a transformation in basic education subject teaching–from knowledge transmission to competency cultivation. The teaching of biology in junior and senior high schools needs to balance the dual functions of scientific cognition and life value guidance. How to achieve the organic integration of the two in biology classes has become a practical issue that must be addressed in the reform of subject teaching. This article reviews the relevant educational policy documents and curriculum standards that have been established in recent years regarding the core competencies framework, and analyzes the current challenges faced by the educative functions of biology classes in junior and senior high schools and the integration of science education. These challenges include the separation of the sequence of knowledge imparting and value guidance, the lack of thinking participation and value reflection in inquiry activities, and the lack of smooth connection between the educational goals of junior and senior high school stages. Based on this, it proposes integration paths from three dimensions: curriculum content integration, improvement of inquiry-based teaching, and transformation of teacher roles. The study holds that the integration of educative functions and scientific education is not a simple addition of the two, but organic integration of knowledge construction and value formation in the same teaching process, achieving mutual support among the four qualities of life concepts, scientific thinking, inquiry-based practice, and social responsibility.