Developmental And Practice On School-based Curriculum Of Integrative Practical Activity Of High School Biology

The core concept of new-round reform on primary education is "all for the development of students", The integrative practical course ,as an integration of student life scopes and life experience, is designed for students' life. This course emphasized on exceeding teaching materials, class and school limit, and gave the students an open space. The students can discover problems and do by themselves, learn from what they do. It can meet students' growing and social development require.Of course, the integrative practice course's implementation is based on the foundation of other courses, and students just take advantage of the knowledge and methods mastered in other courses to apply them in integrative practice course.Combined region resource with the coordination, refinement and extension of senior middle school biology curriculum materials, it can integrate high school biology integrative practice course with discipline teaching.. This article was used document study, research and experiment to exploit and implement the senior middle schools' biological integrative practice school course.This research lasts two years, carried out in Taizhou Luqiao secondary school—a first-class school in Zhejiang Province. The author studied and consulted a great deal of education theories, such as theory of multiple intelligences, constructivism theory, the research study, etc, which provided valuable and powerful theoretical support for this research. Firstly, the author analyzed the real situation about students, teachers and school, found out the necessaries and feasibility to exploit the senior middle schools' biological integrative practice course school course. Then selected the "biology" published by People's Education Press, through screening, adapting and expanding the teaching and defined the two topics: relationship between man and nature and relationship between man and society. The total content was four chapters, thirteen sections. Every section provided background information, cleared moving target, moving project and moving step. Outstanding regional characteristics, students participation and discussion. The method of this study was coordinative control groups. Students (three classes) choosing the subject were experimental unit, not choosing the subject (three classes) as control group. The valuation included students' academic achievements, changes of scientific evaluation and other feedback information were put up as indicators of efficacy.From the research, we can conclude: 1. The exploit of senior middle schools' biological integrative practice school course must be abundantly used regional resource, must fully considered students' participation. 2. The senior middle schools' biological integrative practice school course can effectively improve students' academic achievements, it have positive role to students' scientific evaluation and can promote the communication between teachers and students, it also was very important to teachers' professional growth.To implement the senior middle schools'biological integrative practice school course, the author listed several proposals: 1. Timely recorded, reflected and...