A Comparative Study Of The Current "Standards For Ordinary Senior High School Biology Curriculum" And The New "Ordinary High School Biology Curriculum Standards"

In 2003,the country promulgated the first high school biology curriculum standard.It has guided more than a decade of curriculum reform and achieved remarkable results.It has made important contributions to basic education.Today,China's education reform has entered a new stage.Faced with the development of economic globalization and increasingly fierce international competition,the demand for talents in society has undergone new changes.Therefore,education reform is imperative.In 2014,the Ministry of Education began the revision of the 2003 version of the high school curriculum standards.In January 2018,the state officially promulgated the latest "Ordinary High School Biology Curriculum Standards".Compared with the 2003 edition,it has certain continuity and has corresponding changes.Studying the contents of the two editions of the "Standards" can help the education work.The people figured out the direction of curriculum reform,defined new educational concepts,accurately grasped the specific changes in curriculum objectives,content,etc.,and guided education and teaching practices.This article will use the literature analysis method,the content analysis method and the comparative study method to carry on the comprehensive comparative analysis to the new and old editions of the "standards",in the hope of providing some reference for the education and teaching of educators.This article compares and studies the two editions of the curriculum standard's name,writing structure,basic curriculum concepts,curriculum objectives,curriculum structure,course content,and implementation suggestions,and analyzes the new academic quality of the 2017 edition of the Standard.This study has drawn the following conclusions:(1)Compared with the current "Standard",the new "Standard" is more contemporary and selective,(2)the new "Standard" is centered on core disciplines,and(3)the new "Standard" More highlights the integrity of the course content,(4)The new “Standard” places more emphasis on the development of school-based curriculum,(5)The new “Standard” places more emphasis on the accuracy and operability of content standards,and(6)The new “Standard” opens up Academic quality standards measure student academic achievement.This article proposes the following questions in the process of researching the new version of the "Standards" :(1)The combination of discipline core literacy and teaching practice is imperfect;(2)The goal of four-dimensional teaching is difficult to dig and the boundaries are unclear.(3)The new "Standard" should be supplemented with guidance.Ordinary New Teaching Cases(4)The "Evaluation Suggestions" of the new "Standard" is not very operative(5)Some elective courses are too professional and difficult for ordinary high school teachers to carry out.