| As a multinational country,China is composed by 56 nationalities. Each nation has developed its unique national culture that is different from others in the process of mutual influence and blending. Therefore, developing distinctive folk culture curriculum resources and integrating appropri-ately the elements of national culture into the whole process of science education in the secondary school, can not only enrich the teaching of biology curriculum resources, but also can provide materials for the compiling of national local textbooks.Further,it will open up a new idea for the in-heritance of national culture.As the major residence of Hmong, Guizhou province is rich in folk cultures and provides ample materials for the compilation of local Hmong biology textbook. Based on this fact, this paper carried out the research from the following two aspects:(1) Unearthing high school biological knowledge points from Hmong folk culture. Specifically, unearth ecological protection knowledge points from religious activities, unearth prenatal and postnatal care knowledge points from marriage customs, unearth agricultural production knowledge points from labor practices, unearth biotechnology knowledge points from living customs, unearth microbial fermentation and biosafety knowledge points from local characteristic food.(2) Taking "Hmong rice wine production process" as an example to carry out high school teaching practice in biology subject. Based on the analysis of classroom teaching and the questionnaires toward teaching effectiveness, this paper took an objective evaluation in teaching practice.Research results and practice show that developing and utilizing efficiently of Hmong culture’s curriculum resources in the process of biology teaching can not only implement the requirement in the new curriculum standards and achieve the goal of teaching, but also promote the inheritance and development of the outstanding Hmong culture. |
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