Research On The Development And Practice Of Local Education Resourse In Biology Course Of Senior High School

In the new round of curriculum reform,practice,innovation and the development of ability have become themes of great significance.And in the process of the development of high school biology curriculum,biology teachers constantly sum up the teaching experience,explore new teaching approaches and develop more curriculum resources with the hope of helping students to combine practice and theory,put theory into practice,and develop the abilities of innovation,logic,information integration and communication.Local biology teaching in high school is actually a teaching activity and learning process based on the knowledge of biology and making use of local resources.Its core is the emphasis of the combination of theory and practice to encourage students to participate in learning actively,cooperate with each other and cultivate their comprehensive strength.The research area,Rongchang,which is located in the west of Chongqing,is a newly-developing strategic fulcrum of Chengdu-Chongqing urban agglomeration.With its development of hundreds of years,Rongchang has formed several specific items of intangible cultural heritage and had abundant original local resources.In the activity of bringing intangible cultural heritage in campus,the traditional culture has regained teachers’ attention and it is acknowledged that students in a new era should shoulder the mission of spreading and inheriting Chinese culture and building their hometown.Therefore,in the process of curriculum innovation attention has been paid to local resources,such as whether concepts of biology learned in class could be applied to local agricultural production,whether the students can visit the local breeding base or factory to have a better understanding of the application of certain knowledge,whether we can invite an expert to explain the biology knowledge that even the teachers are not familiar with to the students,and whether teachers can lead students to explore the local environmental problems using biology skills and knowledge learned in class.In this study,making use of literature method to integrate the development of local teaching of biology in China and its present research status,local resources in Rongchang District and characteristics of biology teaching in high school in Rongchang District,this paper summarizes and analyzes the difficulties and causes of the development method of local biological resources in high school.In the course of study,a questionnaire is used to investigate the teachers and 1500 students in Rongchang District.The questionnaire targeted at teachers focuses on the implementation of local teaching in Rongchang District,the difficulties during the implementation and the recognition of the value of local teaching while the other version of the questionnaire designed for students focuses on the needs of students,whether the learning forms provided by teachers meet their needs and whether they have a knowledge of the characteristics of local resources in Rongchang District.Through data collection and comparison,it is found that one the one hand students in Rongchang District take great interest in local teaching,and think that this teaching form contributes to promoting their participation in learning and improving their comprehensive strength,but one the other hand that teachers can’t meet students’ needs.In Rongchang District,biology teachers have difficulty in implementing local teaching and integrating local resources and biological knowledge and ability,resulting in the increase of students’ burden while learning,and teachers’ lack of understanding of local resources makes it hard to make full use of local resources.In order to explore the development of local resources and find an effective way to integrate local resources with biology curriculum,this study takes students in Grade 1 and 2 of Rongchang Middle School as the object of study,and carries out practical research with the help of project research method.Project research method consists of two stages: project design and project implementation.Based on the six steps of project design proposed by Professor Xia Xuemei and her team,that is,finding core concepts-setting driving questions-clarifying cognitive strategies-confirming learning practice activities – design the forms of achievement and ways of presentation-design evaluation,this paper explores an effective way to integrate local resources with biology teaching.Based on the project implementation steps summarized by the teachers,this paper explores the precautions in the process of orderly and effective implementation of local teaching.Finally,combined with the evaluation of the achievement and participation of the students in the project,and the evaluation of the teachers of the observation project,the conclusion is that the development of local resources is the joint participation of teachers and students,and in the whole process,teachers work as the leading role while the class is student-centered.In the process of the development teachers should fully mobilize the enthusiasm of students,encourage them to fully use their initiative,and help them to cultivate the ability of generating knowledge on their own while completing tasks.The highlight of the study lies in the use of project research method,which helps to solve the problems found in the questionnaire.In the process of the project,there are various achievements,and ways to evaluate students’ performance are enriched,which provides a solid foundation for the assessment of teaching and learning.At last,some feasible suggestions are put forward for the development of local biological resources and the implementation of local teaching in Rongchang District.