Research On The Resource Construction And Use Of The School-based Implementation Of The National Curriculum Of High School Biology

The high degree of uniformity of the national curriculum has led to the gradual disconnection of curriculum content from student life and disconnection from student abilities.Therefore,with the advancement of the new curriculum reform,the call for school-based development of the national curriculum is also getting higher and higher.There is a lot of research on the development and utilization of curriculum resources,and there is a perfect framework and system for curriculum resource development.However,the research on life(course)resources mostly stays at the level of strategic research.The research on life resources itself is not deep enough,and its applicability and practicality are weak,especially in the biology department.Therefore,the innovation point of this paper is to solve the problems of what kind of life resources can be used in high school biology classroom to promote the implementation of school-based national curriculum,how to use these life resources and what difficulties exist in the use process.On the basis of the analysis of specific teaching cases,this paper puts forward corresponding improvement suggestions from the perspective of the construction and use of life resources.This paper adopts the research methods of literature research and case analysis,combined with interviews with frontline high school biology teachers,and demonstrates the related issues involved in this research from the following sections.The first part introduces the research background through the relevant literature review,clarifies the research status of "school-based national curriculum","curriculum resources" and "life resources" at home and abroad,obtains the blank part in the current research field,and points out the innovation of this study--the use of life(course)resources to build school-based national curriculum in biology discipline.At the same time,it briefly describes the purpose,method and significance of this study.The second part defines the concept of the professional terms involved in this study,especially "life resources ",which is a special curriculum resource,and clarifies their connotation.In addition,the related theories on the relationship between curriculum and life are used as methodologies to guide the development of this research.The third part: Biology is a discipline that studies life phenomena and explores the laws of life activities.It contains both static knowledge system of life and dynamic process of knowledge inquiry.Therefore,in order to ensure the effectiveness of resource construction,certain principles must be followed when choosing life resources: real,appropriate,dynamic,in line with curriculum standards,and mobilizing students’ thinking.Reasonable and flexible use of life resources can not only be used for classroom introduction,solving teaching difficulties,detecting the mastery of students ’knowledge,but also cultivating students’ social responsibilities,which leads to the achievement of core literacy.The fourth part takes the fourth chapter of the first volume of high school biology in Shanghai Education Edition as "the material change and energy conversion of life" as a case carrier,and conducts a unitary school-based treatment,systematically analyzing the implementation of life resources in the curriculum,especially the selection and treatment of life resources,curriculum development,etc.During the process of implementing specific lessons,combining classroom observation and interviews with front-line teachers,it was found that there are two prominent problems in the use of life resources in high school biology teaching:(1)the use of life resources is only in the form and not integrated with the teaching content.Although the starting point of teachers’ choice of life resources is to promote students’ understanding of teaching content,it is still on the surface in its processing and development,and fails to play its potential function of promoting student development and implementing core academic literacy.(2)The fragmentation of the use of life resources leads to the lack of continuity in problem-solving.Although fragmented life resources can also promote students’ understanding of a single knowledge point,they cannot help students build a logical and systematic knowledge context,nor conform to the new curriculum standard’s advocacy of teaching activities around large concepts.The fourth part: According to the sequence of teaching activities,life resources are classified and integrated,and the types of life resources that can be combined with teaching contents and the general experience of their construction are summed up,including material resources,design resources,lesson resources,experience resources,tool resources and homework resources,so as to realize the directed accumulation of life resources.It provides support for the continuous optimization of classroom teaching.At the same time,the following suggestions are made for the improper use of life resources found in practice:(1)focus on the development of teachers and promote professional growth of teachers;(2)combine teaching goals to deeply explore the potential value of life resources;(3)establish a resource bank to achieve the radiation of high-quality resources.In the last part,the research experience of life resources is made explicit,basing on the summary of the previous content,and the deficiencies in the research are reflected to provide ideas for further research.