High School Biology Curriculum Resource Development Based On Real Situations

With the continuous deepening of curriculum reform,the state strongly advocates frontline teachers and other researchers to conduct research on curriculum resource development.At the same time,various national documents and policies place great emphasis on the important role of real situations in the development of students.Teachers are required to use more resources based on real situations in daily teaching to cultivate students' ability to connect the knowledge of teaching materials with the reality of life.,The ability to analyze and solve practical problems,prompt students to form scientific thinking,rationally and objectively understand the outside world;In addition,in recent years,the number of real-world test questions in the comprehensive test papers of the college entrance examination has increased year by year.Therefore,it is particularly important to collect materials from real situations through multiple channels and develop them into curriculum resources that can be used for daily teaching.This research uses literature research methods,interview methods and action research methods to divide the real situation into five categories: daily life situation;experimental exploration situation;scientific historical data situation;academic exploration situation and industrial and agricultural production technology situation.Compulsory one: "Light and Photosynthesis" part in "Molecules and Cells" as a carrier,which develops curriculum resources for different real situations separately,sums up strategies for developing curriculum resources in different real situations;analyzes and summarizes the curriculum resources based on real situations The general method of development;closely linking the developed curriculum resources with the teaching materials for teaching practice,trying to provide some help to the first-line teachers on how to use related curriculum resources.The conclusions of this study are: 1.Different real situations can be used to develop curriculum resources based on real situations from different angles.(1)For daily life situations,curriculum resources can be developed from three aspects: "establishing a consciousness of thinking deeply about life phenomena;paying attention to the plants and trees around you,establishing a material resource library;strengthening communication,and broadening personal contact".(2)In view of the industrial and agricultural production technology situation,you can choose from "Understanding the application of photosynthesis in production practice;visiting greenhouses and other crop growth bases;collecting textbooks,presenting pictures and background information on exercises;and conducting dialogues with people engaged in agricultural production." To develop curriculum resources.(3)Aiming at the situation of scientific historical materials,you can start from three aspects: "reading scientific history materials;"re-traveling" the road of scientific education and inquiry;refining the classic experiments of scientists".(4)In view of the experimental exploration situation,you can develop curriculum resources from three aspects: "preexperiment,in-depth thinking about the problems that arise in the pre-experiment;transform textbook materials into experiments;sub-group "brainstorming".(5)For academic exploration situations,you can start from three aspects: "focus on the frontier of science and technology;establish the relationship between existing research results and teaching materials;rationally analyze news reports and find out scientific basis." In general,the development of curriculum resources based on real situations can establish a database to accumulate materials for real situations;filter materials for real situations according to course standards,teaching goals,and students' needs;analyze the content of materials and make them closely related to the content of teaching materials Combined,develop into curriculum resources based on real situations that can be used in teaching;in teaching practice,use the developed curriculum resources,according to the results of the use,re-develop the four links.2.the general method of curriculum resource development based on real situations can be divided into the following four steps:(1)Establish a database to accumulate materials for real situations;(2)Screen real situations based on course standards,teaching goals and students' needs Materials;(3)Analyze the content of the materials,closely integrate them with the content of the teaching materials,and develop into curriculum resources based on real situations that can be used in teaching;(4)In teaching practice,use the developed curriculum resources,according to the results of use Develop again.3.When teachers use curriculum resources based on real situations,they need to analyze the knowledge points contained in different curriculum resources and establish connections with teaching materials;at the same time,according to the curriculum standards,teaching content,curriculum types and students' needs,select appropriate curriculum resources for Teaching practice.The innovations of this study include:(1)Jumping out of the current classification of curriculum resources,from the perspective of real situations and non-real situations,the curriculum resources are divided into curriculum resources in real situations and curriculum resources in non-real situations.(2)According to the source of the real situation,the materials of the real situation are divided into five categories: "the daily life situation","industrial and agricultural production technology situation","experimental inquiry situation","scientific historical material situation" and "academic exploration situation";It also develops curriculum resources for each type of real situation,summarizes the general methods for developing curriculum resources based on real situations,and uses the developed curriculum resources for daily teaching,and summarizes the general methods for teachers to use curriculum resources based on real situations.