Research On The Development Of School-based Curriculum Of "Invasion And Prevention Of Alien Biology" In Senior Middle School

With the continuous advancement of education reform,school-based curriculum development has become an important content of China's curriculum reform.In the "Ordinary High School Biology Curriculum Standards(2017 Edition)",the topic selection and implementation suggestions for the establishment of school-based courses are proposed.Among them,there is a "foreign biological invasion and prevention" module.In recent years,China's economy has developed rapidly,international exchanges have become increasingly frequent,and the situation of foreign biological invasions is not optimistic,which has caused great harm to China's ecology,economy,society,and health.Students are the future of the motherland,and it is extremely important to raise the awareness of students to prevent the invasion of foreign organisms.Therefore,this article hopes that through the development of school-based curriculum "Alien Biological Invasion and Prevention",students will be helped to improve their awareness of the dangers of alien biological invasions and protect their biological diversity.This research is guided by the theory of school-based curriculum development and relied on the "General High School Biology Curriculum Standards(2017 Edition)" to develop a high school "Alien Invasion and Prevention" school-based curriculum.In the course development process,according to the environment model of school-based curriculum development,firstly,the internal and external environment of F middle school and the students 'interest,needs,knowledge reserve and other situations were analyzed to lay the foundation for the subsequent school-based curriculum development.Secondly,based on the recommendations for the establishment of the "Alien Invasion and Prevention" module in the "General High School Biology Curriculum Standards(2017 Edition)",the needs of students and the school's educational philosophy,the curriculum objectives of this course are formulated.Then,according to the selection principles and sources of the school-based curriculum content,the content of the school-based curriculum of "Alien Invasion and Prevention" is selected and organized.Finally,implement this school-based curriculum,and evaluate the development of the curriculum and students' academic performance after implementation,so as to judge the implementation effect of the school-based curriculum,timely discover the deficiencies in school-based curriculum development,and improve the school-based curriculum.From the evaluation results after the implementation of the course,it can be seen that the students' core literacy has been significantly improved through the study of the "foreign biological invasion and prevention and control" school-based curriculum.Students gradually establish the awareness of the harmonious development of biology and biology,biology and environment,human beings and the environment,and form life concepts such as steady state and balance,evolution and adaptation.Make a preliminary assessment of the extent of harm,and propose measures and suggestions to prevent foreign organisms from further harming the local ecosystem.At the same time,in life,students take the initiative to assume the social responsibility of promoting the knowledge of biological invasion to others.Through the development and implementation of "foreign biological invasion and prevention and control" school-based curriculum,teachers' knowledge and ability to develop school-based curriculum have been greatly improved.In this process,teachers have a deeper understanding and grasp of curriculum standards,and have a better understanding of teaching materials.The analysis is also more thorough.The development and implementation of school-based curriculum in F middle school has helped F middle school to improve the school biology school-based curriculum system,filled the gaps in school biology school-based curriculum,enriched the school-based curriculum resources of F middle school,and promoted the formation of school characteristics.