Comparative Study On The Accreditation Of Secondary Biology Teachers In China And America

In the 21 st century,with the rapid development of science and technology,it plays an increasingly significant role in promoting society.Biology,as a discipline studying the law of biological development,plays a significant role in promoting human beings to discover and understand nature.Therefore,we should cultivate the next generation with excellent and solid biological foundation.In this regard,middle school biology teachers play an important role.And enter the first threshold of middle school biology teacher troop,namely middle school biology teacher qualification recognizes.Since the establishment of the qualification of biology teachers in middle schools in China,it has gone through more than 20 years of development.From the initial immaturity of the establishment to the mature norms of the current system,the recognition process has been constantly improved.However,at the present stage,there are still some phenomena such as low qualification examination threshold,single examination content and extensive teacher qualification certification in the identification process of biology teacher qualification in middle schools in China.The reason is that the current institutional norms are determined by the objective status quo of China,such as the large population of education,the shortage of biology teachers' resources and the insufficient understanding of biology.Stones from other hills can be used to attack jade.American middle school biology teacher qualification recognition has a history of nearly 200 years.Through a large number of studies,it is found that the conditions for teacher qualification recognition are relatively rigorous,the recognition procedures are relatively mature,and the types of certificates are relatively diverse.Compared with the United States,China's secondary school biology teacher qualification requirements,procedures and other aspects are slightly weak.Although the national conditions are different,the comparison may be enlightening.In this paper,the historical process,present situation,policy documents and future development trend of the identification of middle school biology teachers in China and the identification of middle school biology teachers in the United States are reviewed by means of literature research and historical research.Using the case analysis method,this paper analyzes and summarizes the characteristics of the middle school biology teacher qualification examination in Utah,California,Louisiana and Hawaii.Using comparative research from identifying mechanism,condition,examination and certificate level of content and so on to compare the similarities and differences between two countries high school biology teachers' qualification,by reference to the United States middle school biology teachers' qualification is unique,combined with China's national conditions,on our country's middle school biology teachers' qualification puts forward five Suggestions: to improve conditions for recognition of the high school biology teachers' emphasis on biological teaching ability training;Reform the identification institutions of biology teachers,and absorb professional organizations to participate in identification;To increase the link of biological experiment examination;Regular assessment of teachers' biological literacy;Increase the middle school biology teaching practice certificate,urge teachers to grow up.Through comparative study,this paper summarizes the characteristics of middle school biology teacher qualification in China and the United States,and draws lessons from the development experience of the United States,provides theoretical basis for the reform of middle school biology teacher qualification in China,and puts forward reasonable suggestions for the development of middle school biology teacher qualification in China.