Development And Case Study Of Middle School Study Trip Curriculum From The Perspective Of Biology

With the promotion of a new round of basic education reform,China's basic education is gradually changing from the “knowledge-based” era to the “core literacy” era.Study trips combine research-based learning with travel experiences.They inherit the traditional Chinese educational concept of “reading thousands of books and traveling thousands of miles”.It is an innovative way to link school education with off-campus education in the new era.It is to promote quality education,an important way to implement core literacy development.Research trips from a biological perspective use observation experience,cooperative exploration,survey research,visits and other diversified learning methods to allow students to study life phenomena and life activity laws in nature and society,which is conducive to cultivating students' lives The core qualities of concept,scientific inquiry,scientific thinking,and social responsibility are conducive to inspiring students' interest in biology,and also reflect the characteristics of biology such as life,science,and practice.Therefore,it is of great significance to integrate biology teaching into the research trip.To promote the development of biological research trips,curriculum development is the key.This paper mainly adopts the research methods of literature research,interview and case analysis to study the development of middle school research travel courses from the perspective of biology.First,by reviewing a large amount of literature,magazines,periodicals and documents related to “research trips” and “curriculum development”,by sorting,summarizing and summarizing relevant research results,combing the current status of research trips at home and abroad,defining relevant concepts and determining Research content of this paper;secondly,through interviews to interview teachers engaged in biology teaching to understand the development and implementation of middle school biology research travel courses,as well as the attitudes and views of first-line biology teachers on the development of research travel courses;again,in Under the theoretical guidance of Taylor's principle,naturalistic education theory,life education theory and constructivist learning theory,the preliminary study of the study tour from the perspective of biology is determined from four aspects: course goal determination,course content selection,course organization and implementation,and course evaluation results The process of course development;Then,combining theory and practice,this paper combined the case study of the "Danxia Mountain Biodiversity Research Trip" course of Eleventh Middle School in Shaoguan City,and carried out detailed case analysis on the four objectives of the course,content,organization and implementation;Finally,this article draws the following conclusions:First,the curriculum development of research travel courses from the perspective of biology should follow the development principles of education,practice,safety and discipline,clarify the theme of research travel activities,and determine specific and detailed curriculum objectives with guiding significance according to the development needs of society,students and disciplines.Second,when choosing the content of the study travel course,it is necessary to base on the requirements of the biology curriculum standard,closely follow the content of the biology textbook,dig deep into the biological resources of the study place,and respect the interest of the students to ensure the effectiveness of the course content.Third,in order to ensure the smooth implementation of the study travel activities course,the school should choose the appropriate organizational form,the preparatory work should be fully prepared and well-considered,the study manual should be carefully designed,the safety guarantee work should be done,and the staffing should be grouped scientifically and reasonably;During the implementation process,teachers should become students' guides,improve students' participation in activities,stimulate their interest in subjects,and make students truly become the main body of the study travel course;in the later stage of the activity,the summary exchange of study travel should be carried out in time to enable students Able to swim and learn.Fourth,the subject and form of curriculum evaluation should be diversified,with students,group members and teachers as the evaluation subject,adopting a combination of process evaluation and result evaluation,and relying on the course objectives,course content,course organization and implementation,To test the course effect of research trips.