Plan to Biological Instruction TheoryWord文件下载.docx

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