| The task of the new round of curriculum reform is to construct a new curriculum system and formulate a new curriculum standard for biology.Curriculum standards have become the criterion for biology teaching and student development in the new century.A series of documents issued by the state all put forward requirements for the cultivation of capabilities.It has been more than one hundred years since the development of biology curriculum standards in China.The historical research on curriculum standards is helpful to implement the guiding role of curriculum standards in curriculum setting,textbook compilation and teaching.Analysing the characteristics of the evolution of the biology subject competence in the past 100 years,and pointing out the existing problems in the construction of the biology subject competence in the middle school are helpful to promote the construction of disciplinary competence in biology curriculum standards.This paper mainly uses the methods of literature research,text mining and qualitative text analysis to collect and sort out 56 editions of biology curriculum standards since1902,based on which to carry out research.The literature research method is to sort out the historical background and structural evolution of the 56 th edition of the curriculum standard development and summarize its development clues.The structure and content of the curriculum standard before 1923 were not perfect,so the research on the disciplinary competenceof the centennial curriculum standard in this paper started from 1923.In order to build the biology subject competence of the centennial middle school,this paper analyzes the text of 51 curriculum standards from three aspects.First,the NLPIR-master tool is used to analyze the weight of feature words in the curriculum standards,and the changes of the four-stage disciplinary competence of the biology curriculum standards in the 100-year middle school is explained in conjunction with the learning stages.Secondly,the use of qualitative text analysis method based on the PISA framework to divide the biology subject competence into five dimensions for construction,namely basic ability,comprehensive ability,problem solving ability,epistemology and innovative thinking.Problem-solving ability needs to be coordinated with a variety of abilities.The following are experimental operation ability,practical application,cooperative communication,scientific methods and cognitive thinking.Epistemology includes values,emotionalattitudes,personality qualities and subject nature.Finally,statistical analysis is used to study the consistency of subject competence in the course standard target text,content text and recommended text.The study found that the disciplinary competence of the centennial biology curriculum standard in China has experienced the coordinated development from the single emphasis on basic ability to multiple abilities,from the emphasis on double-base training to the cultivation of biology core literacy,and gradually shifting from "discipline-based" to "student-based".The value orientation has obvious characteristics of the times and attaches great importance to the education of sustainable development.With the development of the times,the capabilities of all dimensions are constantly evolving and integrating into new connotation.However,some problems have also been found,such as the low proportion of comprehensive ability and innovative thinking in the first-level subject ability,the late and slow development of cooperation and communication in the second-level problem-solving ability,and the low proportion of emotion and attitude in the second-level epistemological ability.Disciplinary competence embodies inheritance and correction in the course of a hundred years of evolution.The curriculum standard inherits and develops the excellent achievements in the previous stage in the development process,and corrects the problems.The research finds that the correction range is too large or too small in the development process of discipline competence.It is suggested that the follow-up curriculum standard should strengthen evidence-based research in the formulation process,so as to scientifically and reasonably improve the proportion of discipline competence in the curriculum standard.The study found that there are differences in the structure of disciplinary competence in junior and senior high schools,which have good progressiveness in connotation.The target text and the proposed text are relatively balanced in the development of disciplinary competences in all dimensions,while the content text is too focused on basic skills,and there is a serious shortage of epistemology.Further analysis of the consistency of the target,content,and proposed texts in the disciplinary competence reveals that there is a deviation in the consistency of the three. |
