The Study On Curriculum Content Design About The Section Of Organic Evolution In High School Biology

From the new round curriculum reform goal of our country elementary education, thepaper has discussed the important value of the organic evolution in the high school biologycurriculum from three aspects, and taking this as the cut-in point, analyzed the curriculumcontent design of organic evolution.The current teaching situation of organic evolution in America high school tells us: be onyour guard against antievolution thought and persist the theory of evolution. The currentteaching situation of organic evolution in Japan high school brings us enlightenment that weneed to work out the even curriculum standard and bring the modern evolution knowledge ofbiology into the system of curriculum content. The factors influencing organic evolutionteaching in our high school are mainly the discipline knowledge of teachers themselves andthe curriculum content of the textbook. Therefore, it is necessary to study the choice andorganization of the curriculum content.Now the choice and organization of curriculum content involve the following theories:the definition of curriculum content, the knowledge view,the teaching and the study view ofconstructivism, the accomplishment view which adapts the social development.The new curriculum of Japan mostly uses the expression to elaborate the organicevolution mechanism: "struggle for existence, the survival of the fittest", which reflects thatthe curriculum organizers always attach importance to the cultivation of the consciousness ofstruggle for existence. Moreover, "genetic drift,the neutral theory and molecular evolution"also are brought into the system of curriculum content. BSCS has quoted various evidences tosolve the problem "whether organic evolution occurs" and brought "genetic drift,themigration and the non-stochastic copulation" into the system of curriculum content to explainthe evolutional mechanism. The constructivism can be manifested in the organization ofcurriculum content as well as the expression by BSCS.On the basis of above researches, the author has studied the choice and organization ofthe evolution content in high school in our country. Compared with the old curriculum(specially the 2002 version the high school "Biology" of the people's education press), thenew biology curriculum in high school (specially the 2004 version "Genetic Inheritance AndEvolution" of the people's education press) has fully manifested the idea of the newcurriculum, but it has also the room for discussion. The author proposes: (1) In the choice ofcurriculum content, we should add the evidences of cytology,anatomy,embryology andgenetics in order to prove organic evolution;and add such factors which causes the populationgene frequency to change as "genetic drift,the migration and the sexual selection";and addthe main content of "neutral theory,the punctuated equilibria" and the conflict between themand "the natural selection theory,gradual evolution theory";And increase "why we have toset up sustainable development concept?What's the meaning of the coordination evolutiontheory for human beings","what kind of the ethic viewpoint should we need?" When wedesign the issue "the organic evolution viewpoint's influence on people's idea";and also addthe definition of natural selection and organic evolution by evolution biologists. (2) In theorganization of the curriculum content, we should arrange "the relationship within and amongthe various species and the relationship between biology and environment" into "the modernorganic evolution theory", put "the influence of organic evolution theory on people thought"at the end of the chapter, so make it independent from the scientific elaboration of "organicevolution". (3)The paper has reconstructed the course chart of organic evolution, in author'sview, it should manifest the contents of three aspects, namely "appearance","extinction",and"existence". The course chart should look like near to "inverse cone" in shape, all classes ofextant biology are in the plane of this cone, whose top represents the ancestors who appearedmost early, the branching point expresses the time when the species appeared, the brancheswhich have not extended to the plane of the cone represents the species which have beenextinct.