The Development And Practice Of Biology School-based Curriculum With "Linwu Duck" As An Example

In 2001,China entered the eighth basic education curriculum reform stage,the reform moderately reduced the national curriculum in the school curriculum system,the proportion of vacated 10%-12% of the hours to the local and school-based curriculum Development and implementation,thus forming a national curriculum,local courses and school-based curriculum level three levels of parallel layout.Therefore,according to the characteristics of students,make full use of various internal and external curriculum resources to develop school-based curriculum,is conducive to the development of students’ personality and teachers to enhance the professional,but also an important complement to the national curriculum.This paper is divided into five parts: preface,literature research,environmental analysis,development process and results.Based on the theory of school-based curriculum development and the characteristics and development needs of local secondary school students,this paper adopts the literature method,investigation method and action research method to study the biological schoolbook of "Linwu duck" as an example.Curriculum development and practice.Mainly to analyze the environment of school-based curriculum development,adhering to the "ordinary high school biology curriculum standards" concept of the preparation of school-based curriculum outline,set the nature and objectives of school-based curriculum,select the school-based curriculum content.In the course of the implementation of the course,to the experimental,investigation,field visits and other forms of teaching to strengthen the student’s learning and life between the actual link to improve students in the life of the use of Linwu duck knowledge of the ability to practice and strengthen the students in Learning in the process of cooperation ability,triggering students love home emotional resonance,so as to stimulate students’ curiosity;in the actual teaching of infiltration of STSE education,by guiding students to understand the relationship between science,technology,society and the environment to promote secondary school students to protect the ecological environment Social responsibility,but also for students to provide the basis for future career and direction.Finally,the teaching effect is evaluated from the angle of students and teachers,and the problems of harvest and existence in the process of implementation are analyzed.The results show that the development of biological school-based curriculum with "Linwu duck" as an example can provide reference for the further development of biological school-based curriculum.The implementation of the school-based curriculum to help students Linwu duck farming knowledge,practical ability and learning to improve the biological interest for local enterprises to develop long-term reserves of human resources.