Plan to Biological Instruction TheoryWord文件下载.docx
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2.Biologyteachers,tasksandpostrequirementsinthemiddleschool.
(1)Tasks:
developingstudents'
lifescienceliteracyandbiotechnologyliteracyandmakingthemcanlifemoreproductivelyandefficientlywhichlifescienceandbiotechnologywasdominanceinthe21stcentury.
(2)Postrequirements:
①comprehendingpropertiesandvaluesofbiologicalcurriculum;
②comprehendingessencesandcharacteristicsofbiologyandbiotechnology;
③graspingstudents'
learninglawsandtraits;
④usingdiversifiedinstructionmethods;
⑤utilizingvariousassessmentmethodstoevaluatestudents'
progresses;
⑥developingsustainabilityownprofessionalliteracy.
3.Biologyteachers'
higherrequestswereputforwardsincedevelopmentwiththetimes.
(1)Thebiggestchallengesfacedbysecondaryschoolbiologyteacherswereanewroundofbiologicalcurriculumreform.
(2)Thefocusofcurriculumreformwerefacingallstudentandadvocatinginquirylearning
4.Learningtips.
Changingcharacter,activeparticipationandmakingfulluseoflearningresources,etc.
Chapter1BiologicalCurriculum
intheMiddleSchool
Section1Properties,valuesandstatusofbiologicalcurriculuminthemiddleschool
1.Propertiesofbiologicalcurriculuminthemiddleschool.
Compulsorysubjectcurriculum,sciencecurriculumandtechnologycurriculum(compulsorycurriculum).
2.Valuesofbiologicalcurriculuminthemiddleschool
(1)Cultivatingstudents'
biologicalliteracy.
(2)Establishingfoundationforstudents'
life-longlearninganddevelopment.
(3)Supplyinghelpsforstudentstoentersociety,chooseanoccupationanddeterminefurtherprofessionaldirection.
3.Statusofbiologicalcurriculuminthemiddleschool.
Itoccupiesanimportantpositioninscienceeducation.
4.Settingsofbiologicalcurriculuminthemiddleschool.
Analyzingfromorganizingformsofcurriculumcontent,biologicalcurriculuminthemiddleschoolbedividedintobranchcurriculumandintegratedcurriculum
Section2Standardsofbiologicalcurriculuminthemiddleschool
1.Nationalcurriculumstandards.
Itisanimportantnationalcurriculumdocumentissuedbyministryofeducationwithprescribingwhichisbasicstandardandrequirementsofelementaryeducation.
2.Biologycurriculumstandardsandinstructionprogram
(1)Conceptofinstructionprogram.
Instructionprogramhastwomeanings.
①Itisinstructionaloutlineofeachdisciplinewhichincludesinstructionalobjectives,instructionalrequirements,instructionalcontent,andscheduleofinstruction,practice,experimentandhomework,etc.
②Itreferstofilesofcontentstipulatedaccordingtoinstructionplanthroughoutlineform.
(2)Meaningofdisciplinecurriculumstandard.
Itisinstructionguidancedocumentswithstipulatingcurriculumproperties,curriculumtarget,contentgoals,implementingsuggestionofadiscipline.
(3)Similaritiesanddifferencesbetweeninstructionprogramandcurriculumstandards.
Similarities:
Allthemareprescriptivecurriculumdocumentissuedbyministryofeducationandbasesofcompilingtextbooks,instruction,evaluation,proposition,namelyfunctionoffourbases.
Differences:
①Curriculumstandardmainlydescribedthestudents’learningachievementinacertainstage,butinstructionprogramemphasizeconcretecontent;
②biologycurriculumstandardswerecommonandunifiedbasicrequirements,notsupremerequirements,butbiologyinstructionprogramisuniforminrequirements;
③requirementsareincludingcognition,emotionandabilityandsoonthreefields,whichrequirementsinbiologicalsyllabusfocusesonknowledge;
④descriptionofstudyresultinbiologycurriculumstandardsallarevisiblebehaviors,⑤biologycurriculumstandardsimplicitlypointedoutteacher'
stasksaretocarryoutcurriculumstandardsandnotjusttoteachatextbook.
3.Maincontentandstructuresofbiologycurriculumstandards.
Frameofcurriculumstandardmainlyincludespreface,curriculumtarget,contentstandardsandimplementingsuggestioninourcountry.
Section3biologycurriculumtargetinthemiddleschool
1.Basesofformulatingcourseobjectives.
(1)Eachcurriculummustrealizenationaleducationpurposeandimplementnationaleducationpolicyinelementaryeducationstage.
(2)Characteristicsofthisdisciplinereflectsknowledgeofcurriculumdesignpersonnelofbiologicaldisciplineandtheircomprehensiontonatureofscience.
2.Differentlevelcurriculumstandards.
Theyaredividedintothreelayers:
macroscopic,middle-levelandconcretelevelobjectives.
3.Biologycurriculumstandardsinthemiddleschoolinourcountry.
(1)Biologycurriculumstandardsinthemiddleschoolaredividedintoknowledge,ability,attitude-emotionalandsenseofworthandsoonthreefieldsinourcountry.
(2)Differencesbetweenabilityandskill.
①Abilityreferstonecessarysubjectiveconditionsthatacertainactivityiscompletedsuccessfully.
②Skillisanabilitythatexpertisetechnologyismasteredandapplied.
(3)Demandsofabilitiesandobjectivesinbiologycurriculumstandardsaredividedinto:
skillsofexperimentaloperation,skillsofscientificinquiry,abilityofgaininginformation,thinkingabilityandthinkinghabit.
Section4biologytextbookinthemiddleschool
1.Definitionoftextbook.
Textbookisinstructingresourcesthatitiscompiledsystematicallyinsubjectcurriculumarea.
2.Functiontextbook(ellipsis).
Chapter2ScientificEssenceandBiologicalLiteracy
Section1onnaturalscience
Tenetofscienceeducationandbiologicaleducation:
cultivatingallstudents'
(biological)scientificliteracy.
1.Essencesandcharacteristicsofscience.
(1)Essencesofscience.
Scienceisknowledgesystemthatessencesandlawsofallkindsofphenomenathatreflectedthroughusingcategory,theorem,lawsandsoonformsinthinking,itisfloorboard(generalterm)ofprocessandresultofhumancognitiveactivitiesandoneofsocialideologyinrealworld.
(2)Characteristicsofscience.
Characteristicsofscience:
quantification;
observationandexperiment;
expectations;
accumulationandprogress;
theprocesscombinedbydynamicstateandstaticstate.
2.Fourdimensionalitiesofnaturalscience.
(1)Scienceisaknowledgesystem.
(2)Scienceisaseriesofthinkingforms.
(3)Scienceisasetofinquirymethods.
(4)Scienceisinteractingwithtechnologyandsociety.
Section2Scientificliteracyandbiologicalliteracy
1.Scientificliteracy
(1)Conceptofscientificliteracy
Onscientificliteracy,mostpeoplerecognizedexplanationsnowinChina:
scientificliteracyreferstoscientificconceptsandscientificprocessneededwhichcomprehendstoundertakepersonaldecision,participatingcitizensandculturalaffairs,engagingineconomicproductionandsoon.Itsmostbasicmeaningreferstostudentstoapplyreasonablyscientificknowledgeinsocietyandpersonallife.Itincludestwodifferentaspects:
①graspingsituationtoscientificknowledge,attitude-emotion-senseofworthandscientificskills;
②improvingownabilitiesofscientificliteracyontheexistingbasis.
(2)Havingscientificliteracypeoplewhoshouldhaveconditions.
①havinggoodscientificattitudeandscienceemotion,includingcuriosityandthirstforknowledgeofexploringnature;
②masteredbasicconceptsandprinciplesofscience;
③havingbasicabilitiesofscienceinquisition,observingthings,thinking,solvingproblemcreatively,thinkingcriticallyandcooperatinginteamandsoon.
2.Biologicalscientificliteracy.
(1)Conceptofbiologicalscientificliteracy:
itreferstobiologicalscienceconceptsandscienceinquisitionabilitiesrequiredthatareparticipatinginsocialactivities,economicactivities,productionpracticeandindividualdecisionandsoon,includingmutualrelationsamongscience,technologyandsociety,understandingessenceofscienceandformingscientificattitudeandvalues.
(2)Biologicalscientificliteracyinbiologicalcurriculumstandardsareincludingscientificattitudeandscientificworldoutlook,methodsandskillsofscientificinquiry,STS,biologicalknowledgeandoperationskillsandsoon.
(3)Scientificattitudesarescientificbeliefsandhabitsformedonthebasisofcorrectcomprehensiontoscientificknowledgeandrecognitionofscientificdevelopment.Itincludescuriosity,honesty,cooperation,andcreativity,etc.
(4)TheprimarypurposesofSTSeducationaremakingstudents’interestinscienceandcultivatingtheirscientificliteracy.
(5)Layersofscientificliteracy.
Chapter3LearningandInstructionTheoryinbiologicalEducation
Section1Learningtheoryofbehaviourismandcognitions
Severalcorrelativeconcepts:
1.Learningreferstolearnersacquiringknowledgeorcausingbehaviour,abilityandpsychologicaltendencymoreabidingprocessofchangethroughexperience.
2.Experiencereferstoindividualactivityprocessandindividualexperiencethingsinactivityprocess.
3.Instinctsareagroupoftypicalandmechanicalbehaviormodelsoffixedpatternactionofallmembersinananimalpopulationproducedbyspecialstimulation.Theyarereflex
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