| In June 1999, the party central committee and the state council has promulgated the deepening education reform on all-round quality education decision ";in June 2001, the state council made "about education reform and development based decision; In June 2001, the ministry of education puts forward the basic education curriculum reform (try out) ";Guided by the three documents, China began based education curriculum reform, the 8th of pilot experiment. March 31,2003, the ministry of education issued the ordinary high school biology course standard (tests) "(hereinafter referred to as the" standards "), "the standards" development of education development in China is biology finish in the landmark achievements in the new curriculum, high school in 2004 begin.According to the basic concept and curriculum standard specific requirements, using self-designed questionnaire to the students and teachers questionnaire, to northwestern region of xinjiang, ningxia and shaanxi three areas investigation. Questionnaire design around inquiry-based learning and teachers'teaching and students' learning, curriculum resource and students' academic evaluation of five dimensions, through the analysis of investigation results in the implementation of the new curriculum found some problems existing in the process of the following:1.Teachers on biological the new curriculum standard understand not deep, to take. The ordinary high school biology course standard (tests) "is the 8th curriculum reform the guide to action, its importance is self-evident. But unfortunately only 30.9% of teachers have deeply systematic study curriculum standards, cause considerable part of high school biology teachers curriculum of basic idea to understand there is a deviation, such as the teacher will "advocate 67.3% diversification of teaching methods, the teacher will" 83.6%"promoting the comprehensive development of students" wrong to think is the basic idea of biology curriculum for high school teacher, also the understanding of biology course specific goals also exist deviation, think "process" is biology curriculum specific goals for the teachers that "method" 63.6% of the teachers by 60.0% when.2. The communication between teachers and students lack of time, opportunity. "The standards" suggest "teachers encourage students, and give each student to as many opportunities to put forward the personal thoughts, ideas, problems". But for "students the opportunity to communicate with the teachers and students believe 25.0%," "average", have opportunity to 20.1% students believe "and 12.2% fewer" and "very few". The students don't know teachers 21.4% of peacetime performance, recorded students believe 8.6% teacher is not record student performance.3. "facing all students'gap. Although large biology course of study of students'interest is high, the active participation inquiry-based learning, but undeniable fact is, there are still 11.2% of inquiry-based learning of students is not interested in even very not interested;teachers also believe the student to 14.3 percent interest in biology course itself is low or very low. And like the teachers, students think 33.4% didn't let everybody wrote experiment report or activity report,27.3% teacher is no training the ability of student confirmed variables, the teacher not made 36.4% STS education, at least half of all teachers to neglect student evaluation of emotions, attitudes and values. In addition, 7.3%, think they teachers of the school can not meet the biological instrument" completely biology course needs."4.Inquiry-based learning erroneous zone. Inquiry-based learning efficiency high main reason is: (1) the teachers of explorative study, not misuse and abuse of the correct understanding of inquiry-based learning all links and various ability training; (2) teachers in inquiry-based learning activity process guidance monitoring does not reach the designated position, the student design experiment, experiment and draw the conclusion disability causing students explore process in blindness big; and (3) classroom discipline is poor, cause waste of time;(4) by the influence of students pressures upon their schoolwork; (5) inquiry learning organization for teachers, students hands-on fewer less chance, write the activity report less, inquisition ability is difficult to improve.5. Experimental operation skill evaluation difficult. The experiment ability is an important field of biology teaching evaluation of one. The survey found:the teacher is not in the evaluation of students'experimental skills reason is "class enough, no time arrangement" 58.8%, teachers don't evaluation of experimental operation skills of reason is "no experimental facilities" accounted for 35.3%, it is a shame that 17.7% teachers don't know how to evaluate and even the teachers because nationwide examination not 11.8% experimental operation skills, so assessment of experimental operation skills up evaluation. Think "biological instrument equipment can completely satisfy the biology course need" teachers only 3.6%; Think better able meet teachers also insufficient one third (30.9%);As much as the teachers think up by 65.5%over, biological instrument can't or completely unable to meet the need of biology curriculum.6. Teachers and students will be as the ultimate goal of the university entrance exam. Although high school biology curriculum aim is improve all the high school student's biological scientific literacy, but high school biology teaching only open to more there is hope to students of institutions of higher learning, teaching contents point to the university entrance exam the biology paper coverage. The university entrance exam is still play a strong role baton.Based on to the northwest ordinary high school biology curriculum implementation status, aimed at the problems, education, science on our biology education put forward the following Suggestions:1. Strengthen the guidance and of the standard operation;2. Improve teachers'ability;3. Perfect education reform support system;4. To cultivate students'autonomy. |
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