Development Of A Special School-Based Curriculum For Junior High School Biology" Making And Tasting Of Fruit Wine" In The Context Of Double Reduction

Based on the development requirements of the times,curriculum reform and core literacy cultivation,this study analyzes the research status of school-based curriculum development at home and abroad,and defines the core concepts of school-based curriculum,school-based curriculum development and "fruit wine production and tasting".Taking constructivist theory,humanistic theory and "learning by doing" teaching theory as the theoretical basis,using literature analysis method,questionnaire survey method and action research method,and taking "Fruit Wine Production and Tasting" as an example,a featured school-based curriculum of junior high school biology was developed..Firstly,the internal environment of Xiqing Road Middle School affiliated to Fuyang Normal University,including its curriculum resources and teaching staff,as well as the external environment of the school,are evaluated to ensure that various teaching resources meet the conditions for school-based curriculum development.Meanwhile,the willingness and needs of students for the development of the school-based curriculum of "making and tasting of fruit wine" and the students’ core literacy foundation of biology disciplines are investigated,and the results of the questionnaire are statistically analyzed through data analysis to determine the actual needs of students,and then the school-based curriculum objectives are formulated,the content of school-based curriculum as well as class arrangement and so on are selected and organized.Secondly,the implementation plan of this study was determined and implemented,with the Class 7 and Class 8,Grade 7 of junior high school as the experimental class and control class,and the Class 7,Grade 7 of junior high school as the experimental class for classroom teaching,which not only taught the basic theory of fruit wine production and tasting,but also guided students to carry out fruit wine production and tasting experiments;In the Class 8,Grade 7 of junior high school,only the basic theory of fruit wine making and tasting is taught.Finally,the school organized an evaluation team to evaluate the school-based curriculum itself,the implementation of the school-based curriculum and students’ learning,and summarized and reflected on the evaluation results.The results show that the school-based curriculum itself is evaluated with a score of 85points(out of 100 points),indicating that the school-based curriculum is more feasible.The implementation process of the school-based curriculum was evaluated,and the score was 91points(out of 100 points),indicating that the implementation effect of the school-based curriculum was good.The average score of the control class was 78 points(out of 100 points)and the average score of the experimental class was 83 points(out of 100 points),which was better than that of the control class.In the pre-test,the average score of the core literacy of the two classes was 51.44 points(out of 80 points),in the post-test,the average score of the core literacy of the control class was 55.88 points(out of 80 points),and the average score of the core literacy of the experimental class was 60.04 points(out of 80 points),the core literacy foundation of the two classes was improved,and the core literacy of the experimental class was better.In summary,the development of the characteristic school-based curriculum of junior high school biology "making and tasting of fruit wine" under the background of double reduction is of certain significance for improving students’ core literacy in biology,improving teachers’ professional ability and literacy,and improving the construction of school characteristic curriculum system,and provides reference for the development of other school-based curriculum.