Innovation and Assessment System for the Development of Biology Teaching Content Aligned with Sustainable Development Goals

With the in-depth promotion of the United Nations Sustainable Development Goals (SDGs), biology education plays a crucial role in the global education system by cultivating individuals with environmental awareness, ecological ethics, and social responsibility. This paper aims to explore how to systematically integrate the Sustainable Development Goals into biology education in China, proposing innovative strategies for teaching content and the construction of an assessment system based on these goals. Through literature research, case analysis, and theoretical simulation, this paper first outlines the theoretical foundations for teaching content innovation, including Education for Sustainable Development (ESD) and modern educational psychology theories. Subsequently, based on the three principles of "combining scientific and practical aspects," "balancing timeliness and foresight," and "coordinating systematic and open approaches," specific strategies for teaching content innovation are proposed. These strategies include the integration of cutting-edge knowledge, case-based teaching and situational creation, interdisciplinary fusion, and action-oriented learning. Additionally, this paper constructs a diversified assessment system that encompasses three dimensions: knowledge and skills, processes and methods, and emotional attitudes and values. It combines quantitative and qualitative assessment methods to ensure a comprehensive evaluation of students' overall competence in biology learning. In the context of China's local educational landscape, this paper analyzes the current challenges faced by biology education, including curriculum standards, pressure from college entrance examinations, disparities in educational resources between urban and rural areas, and teacher training. It also proposes corresponding solutions. The research indicates that by implementing innovative teaching content and improving assessment systems, it is possible to effectively enhance students' subject literacy, ecological ethics, and social responsibility. This provides both theoretical support and practical guidance for the reform of biology education in China. Future research will aim to further develop the theoretical framework, optimize the assessment system, and explore the application of emerging technologies in teaching to promote the sustainable development of biology education on a global scale.