Development And Teaching Practice Of "Practical School-based Curriculum" In Primary Biology

The development of education in our country emphasizes "strengthen moral education and develop quality education".The school-based curriculum research conforms to the requirements of social development,and curriculum activities are rich and diverse,which is conducive to promoting students' comprehensive and individual development.Through the questionnaire survey,it is known that there are many shortcomings in the biology school curriculum in the current school,and it is difficult to adapt to the needs of students and is not conducive to the development of students.Therefore,I have carried out the research on the development and teaching practice of the practical school-based curriculum in middle school biology,aiming to play the role of school-based curriculum in educating people and also promote the formation of school characteristics.The research process includes:1?Related theoretical research.Relevant conceptual definition;Summarize the research progress of school-based curriculum at home and abroad and identify the innovation points of this study;Arrange the theoretical basis of this study.2?Curriculum development.Through the questionnaire survey of four junior high school students and teachers in Yangzhong City,I understood the inadequacy of the construction of this curriculum in the biology school of Yangzhong No.1 Middle School,and analyzed the feasibility of this research from three aspects:teaching environment,student development needs and teacher situation.Then,based on the requirements of social development and the curriculum concepts and curriculum goals of the Compulsory Education Biology Curriculum Standard(2011 Edition),I established the "Green Actionr" school-based course in biology and set course goals.I set the course plans and arrangements by integrating a wide range of course resources.3?I practiced course teaching,and chose the typical lesson from the three aspects of "scientific investigation","scientific inquiry" and "social practice" to analyze.4?Curriculum evaluation.Curriculum evaluation was carried out from two aspects:the evaluation of students 'studies and the evaluation of the curriculum itself.This study followed the principle of evaluation and prepared multi-directional evaluation forms to make the course evaluation more fair,objective and comprehensive.By means of questionnaire survey,I understood the evaluation and opinions of students and teachers on the curriculum,so as to improve the curriculum construction.The results of course implementation show that the content,teaching methods and evaluation methods of this course are all liked and recognized by students.This course is conducive to fostering students' interest in biology,enriching knowledge,improving students' ability to cooperate,scientific exploration,innovation,and improving environmental awareness and biological science literacy.It is also conducive to teacher professional growth and reflects the characteristics of the school.Of course,some problems have also been exposed in the course implementation.For example,teachers' knowledge and ability can affect the depth and effect of course development,and the heavy workload affects the development of school-based courses.I also put forward some solutions to the problem.The specific effect needs to be tested in the next round of course implementation.