Intertwined Research Of Biology Course And Comprehensive Practical Course In Junior High School

Comprehensive Practice Course has been the focus and highlights of the national primary and secondary education curriculum reform, it playing an important role for training students′overall quality, however, this course is invalid implementation or zero implementation in many schools, especially in migrant junior school.At present, Intertwined biology course and comprehensive practical course in junior high school in natural dimension,taking biological course as an example of disciplines in order to find an effective way to make sure Comprehensive Practice Course to be a normal course.At first, the current situation and the strategy of the Subject Course and the Comprehensive Practice Course were analyzed theoretical level by using documentary study. This study found: the former mostly around some aspect of Comprehensive Practice Course and Subject Course was intertwined, and the integration is not systematicness and sustainability.Secondly, the current situation of implementation and the theoretical foundation of the Subject Course and the Comprehensive Practice Course were analyzed theoretical level and practically by using both quantitative research andqualitative research orientation.First, using questionnaire method, the study selected 708 students and 17 biology teachers form 12 schools for migrant junior school of six districts of Guiyang City in order to master junior high school biology course implementation from students and teachers at two levels fully.Then 12 secondary school teachers and principals closely related to the Comprehensive Practice Course accepted in-depth interviews by the semi-structured interviews.Third is analysing two types of courses related text information by using text analysis, such as biology curriculum standards of compulsory education,compulsory biology textbooks by People Educational Press,Basic Education Curriculum Reform, Comprehensive Practice Course implementation outline and so on. The results show: first, biology course and Comprehensive Practical Course in migrant junior school of Guiyang have not been effectively implemented; second,there have overlapping portions in content and teaching methods of biology course and Comprehensive Practical Course in junior school.Again,excavating the life background of Children of migrant by using community surveys,selecting and designing course with students as the starting point and end point. Final course expanding around “landscaping, health and safety,Thanksgiving what we have, embrace the society” four sections, designed a large number of specific courses cases of integration course.Finally, practice test course design. In “Understanding- Practice- Reconsideration- Practice Again”process cycle amend course design, and through the practice discover: It is effective way to implement normally Comprehensive Practical Course that integrated the Subject Course and Comprehensive Practice Course in migrant junior school. This model and strategy has been through practicing, it existing rationality and feasibility in a certain range.