Chapter 1: Understanding of the new curriculum standards of biology in ordinary senior high schools; Summarizing the new curriculum reform, this paper puts forward the learning mode of "independence, cooperation and inquiry", and emphasizes that classroom teaching should embody the concepts of "students' subjectivity" and "equal communication between teachers and students in teaching". As a brand-new teaching concept, the new curriculum reform has not only changed students' study life, but also changed teachers' teaching mode. Because many ideas of the new curriculum reform are ultimately realized through teachers' classroom teaching behavior, teachers are the most critical factor to promote the curriculum reform in order to build a harmonious, mutual-aid and diversified classroom life and develop various teaching resources reasonably and effectively. Then, under the concept of new curriculum standard, how to promote the change of teachers' teaching concept and the innovation of teaching behavior in the new biology curriculum teaching in senior high school?
In my opinion, students' subjectivity, initiative and cooperation should be emphasized in teaching. In the past, teachers usually paid attention to grades, results and process, and arranged everything in class. Teachers thoroughly analyze the key points and difficulties before explaining to students that students usually passively accept and lack participation; Teachers present almost all principles, concepts and specific biological knowledge to students as conclusions, leaving no room for students to develop; The teacher turned the vivid process of forming a conclusion into a monotonous and rigid recitation of articles, and stripped the internal relationship between knowledge and intelligence from the source. Open teaching can change the passive situation of students' "waiting, relying and wanting" in the past. Students explore, think and experience themselves in this learning atmosphere, laying a solid foundation for their lifelong education.
There are many activity columns in the new textbooks currently used, which provide good materials for us to use the open teaching mode. Therefore, in teaching, I let students explore freely, and turn the teacher's teaching into real students' hands-on exploration, not afraid of students making mistakes. Step down from the podium, let the students start work, talk and think, let the students act as teachers, learn from each other, and interact with teachers and students. Only by creating such an atmosphere is the learning environment. Students' speeches may not be perfect, so we should guide some difficult problems according to students' actual knowledge, which not only saves time, but also enables students to master knowledge firmly according to students' situation.
Under the new curriculum standard, teachers should construct a new classroom teaching mode and change some practices under the traditional teaching mode, but they should not completely deny receptive learning and teachers' explanation. The way of teaching and learning is restricted by many factors, and some problems are limited to students' knowledge level and understanding ability. Even the discussion will not have any effect, which requires our teachers to be flexible and not deliberately pursue some external teaching forms and format classroom teaching. As long as students are active, actively think and communicate, reflect their dominant position in teaching and cultivate good study habits and ways of thinking, that is our teaching purpose. The new curriculum reform is the first time for our teachers. After all, we and our students are the products of accepted education. If we want to change it, we may encounter all kinds of difficulties. Therefore, we should give full play to students' initiative as much as possible and give them opportunities to participate in the classroom.
The above is my experience and views on practicing the new curriculum reform. As a concrete practitioner of the new curriculum reform, I firmly adhere to the direction of the new curriculum reform and constantly explore the process of the biology curriculum reform. With the deepening of the new biology curriculum reform in senior high school, I will practice and summarize all the way, grow up in the curriculum reform, and of course gain something. I firmly believe that the new curriculum reform is the only choice to revitalize national education, adapt to the international trend and comprehensively improve students' quality. Only reforming the old curriculum is the way out for education. I will continue to give full play to the initiative and creativity of teaching in the new curriculum reform, so that my professional quality can grow together with the curriculum reform.
Chapter Two: Summary of Understanding the New Curriculum Standard of Biology in Ordinary Senior High School Through the study of the new curriculum standard, I realize that the basic idea put forward by the new curriculum standard is still: the new biology curriculum is for all students, students are the main body of learning, and biology learning should take inquiry as the core. Attach importance to students' individualized development and the cultivation of their ability to solve practical problems. The three-dimensional goal of the new curriculum fully embodies knowledge, ability, emotional attitude and values, but it has been revised a lot. The specific experience is summarized as follows.
1, reduce some specific content requirements:
Theme of "scientific inquiry": In the aspect of developing scientific inquiry ability, the "evaluation of evidence and data" in the Implementation Plan was changed to "trying to evaluate evidence and data", which appropriately reduced the ability requirements for students. Similarly, the word "writing inquiry report" in "expressing communication" is changed to "writing inquiry report".
The theme of "Structural Hierarchy of Organisms": The original requirement of "explaining the basic structure and function of microscope" is higher, that is, students are required not only to "tell" the basic structure and function of microscope, but also to explain it from the perspective of optics and imaging principles. After revision, it is changed to "tell the basic structure and function of microscope", which is obviously more suitable for the actual level of junior high school students.
The theme of "Biology and Environment": The original requirement of "explaining that some harmful substances will accumulate through the food chain" is higher, and it is changed to "illustrating that some harmful substances will accumulate through the food chain". The original requirement belongs to the understanding level, requiring students to "grasp the internal logical connection; Establish links with existing knowledge; Explain, infer, distinguish and expand; Provide evidence; Collect and organize information, etc. " But now the requirement belongs to the level of understanding, only requiring students to "know or recall knowledge; Identifying and appraising facts or evidence; Give an example; Describe the basic characteristics of the object, etc. " Now it is required to greatly reduce the burden on students.
The theme of "biodiversity": the original "forming the basic viewpoint of biological evolution" requires higher requirements, and it is changed to "understanding the basic viewpoint of biological evolution", so that the advanced emotional goals of "cognitive level" require (stable attitude, consistent behavior, personalized values, etc. ) become a "reaction level" (express feelings, attitudes and value judgments on the basis of experience; Respond accordingly, and so on. ).
2. Add some specific contents:
The change of the theme of "biodiversity" in the standard includes the addition of the main characteristics of bryophytes, coelenterates, flatworms, linear animals, mollusks, amphibians and reptiles and their relationship with human life. The content is relatively extensive, and students will have a more comprehensive understanding of life on earth after learning. Teachers are required to grasp the difficulty requirements of curriculum standards in teaching, and it is clear that the goal of curriculum in compulsory education stage is civic literacy rather than professional literacy.
Chapter III: Interpretation, Understanding and Summary of the New Biology Curriculum Standard for Ordinary Senior High Schools After this training activity, I have gained something in all aspects, and the deepest experience is as follows:
First, students are the main body of biology learning.
Students have a strong curiosity and desire to explore actively, and learning biology should be an active and energetic process for them. Biology curriculum must be based on meeting students' development needs and existing experience, and provide all kinds of biological inquiry activities that students can directly participate in. It is more effective to let them ask and solve problems by themselves than to simply teach and train. Teachers are organizers, guides and close partners of biology learning activities. They should fully understand and respect students' performance in biology learning activities and have a positive influence on students with their own teaching behavior.
Second, biology learning should take inquiry as the core.
Requirements put forward by new curriculum standards. It is an effective way to cultivate students' biological thinking ability in the process of biological inquiry to carry out effective biological inquiry activities, let students master the basic methods of inquiry and acquire knowledge through biological thinking.
Inquiry is both the goal and the way of biology learning. Experiential inquiry learning activity is the main way to learn biology. On the basis of cultivating students' innovative learning ability, biology curriculum provides students with sufficient opportunities for biological exploration. Innovative learning is a kind of foresight and foresight consciousness for the future. In the learning process of biology class, give full play to this kind of consciousness, let children experience the fun of learning biology, increase their ability to explore biology and acquire biological knowledge, and form a biological attitude of respecting facts and being good at questioning.
Third, biology class should cultivate students' good study habits.
It is necessary to cultivate the classroom routine of biology class, such as doing experiments in an orderly way, seeking truth from facts, recording observed phenomena in time, persisting in observation records for a long time, listening to other people's speeches and putting forward their own opinions.
Fourth, biology teachers should establish the awareness of lifelong learning and constantly improve their biological literacy.
The content of biology class is varied, involving mathematics, chemistry, biology, geography and other aspects of knowledge, which requires high knowledge of teachers. Therefore, teachers should replenish their knowledge reserves in time, learn the skills of biological inquiry, and have biological attitudes and values, so that the quality of biological teaching will be higher.
After this training, I deeply realized that there is too much knowledge to learn and too many problems to explore. In the future, I will continue to work and study, constantly improve my biological literacy, and do a good job in the biological enlightenment education for junior students.
Five, biology learning should pay attention to the usual knowledge accumulation.
Both reports and lectures are refreshing. The teaching views of several experts and excellent teachers deeply shocked me, and their natural and contrasting teaching styles in class left a deep impression on me. Every time my mind reflects the exquisite questions and vivid explanations that the special-grade teachers can ask at their fingertips in class, it is like a spring breeze.
I think these are all because of their efforts, the time spent on teaching practice, teaching research and experience accumulation, and their basic skills are quite excellent, so they will reach the realm of arbitrary teaching now. Experts and scholars talked about their unique views on various fields of education and teaching from their own personal experiences. Under the guidance of experts, my thoughts have been greatly shocked, and we usually think too little. Usually in school, we think about how to have a good class, but not much about the long-term development of students, let alone the development prospects of education. As a teacher in the new era, this aspect is really lacking.
In short, through the training of junior high school biology textbooks in these two days, I have a new understanding of the new biology curriculum and benefited a lot.
Chapter four: Summary of the understanding of the new biology curriculum standard in senior high schools 1. The overall framework system of the new textbook remains unchanged, and the ideas and concepts of compiling the textbook remain basically unchanged.
Keep the whole set of teaching materials "highlighting the knowledge system of man and biosphere" in the selection and organization of content; Practicing socialist core values and improving students' scientific literacy in an all-round way; Pay attention to helping students construct and understand important concepts, and cultivate their innovative spirit and practical ability; In order to promote students to change their learning style from passive acceptance learning to active inquiry learning, teaching materials can not only meet the needs of students' development and society, but also reflect the new progress of biological science and its wide application in society.
2. Changes in content
(1) Changes in knowledge content: The framework system is basically unchanged, and the textbooks for the seventh grade are reduced and the textbooks for the eighth grade are increased.
The seventh part: integrating and simplifying the ecological part, "cell life", the contents of genes, DNA and chromosomes moved to the eighth part, and viruses moved to the eighth part, integrating and simplifying the green plant part.
Seven: delete three sections: family planning, air quality and health, and human excrement disposal.
Eight: increase animal groups, viruses and other content.
Eight times: the content of gene, DNA and chromosome relationship was added (from seven times)
In addition, emphasizing the teaching of important concepts has also brought changes in knowledge content and practice details to the teaching materials.
(2) Changes in the contents of scientific inquiry activities:
Several exploratory activities with low feasibility or value were deleted (the influence of vegetation on temperature, the place where roots grow fastest, the significance of late childbearing, the collection and measurement of dust particles in the air, and the influence of waste batteries on organisms).
Improve the openness of selecting materials for inquiry activities; Highlight the guidance of scientific methods; Experiments and demonstration experiments have been added, and some reading contents reflecting the development of the times have been added.
3. The main changes in presentation mode are conducive to the implementation of important concept teaching:
The introduction of unit (1) points out the important concepts of this unit;
(2) At the beginning of each section, add a column "Think about it and discuss it";
(3) At the beginning of each section, "You will know after learning this section" lists the important concepts or related knowledge of this section in the form of questions;
(4) The titles of some chapters are statements of important concepts;
(5) selecting factual materials to support the construction of concepts;
(6) Focus on constructing concepts through inquiry activities;
(7) express the concept more clearly and print it in bold;
(8) Increase practice and distinguish concepts;
(9) "Unit Summary" guides students to sort out and summarize the important concepts they have learned.
(10) Layout change: Layout design highlights the distinction between different functional sections (for example, the main content of learning is placed in the main column, and the relatively minor contents are "small materials", "try it" and "?" In the form of a column)
(1 1) Every section has new faces.
(12) Illustration change: update most illustrations, highlight originality and improve exquisiteness.
Chapter V: Summary of the understanding of the new curriculum standards of biology in ordinary senior high schools. In the process of interpreting the new curriculum standard of biology in senior high school, I feel that I have benefited a lot. How to adapt to the requirements of the new curriculum standards and understand the educational value, curriculum concept, curriculum objectives and principles that must be followed in teaching practice. Realizing the transformation of teaching concepts, learning methods and teaching strategies, improving one's biological science literacy and making adaptive preparations for the full implementation of the new curriculum are new topics faced by each of our senior high school biology teachers, which require us to study, think, study and practice seriously.
First, establish a new curriculum concept
The new curriculum standard of biology in senior high school promulgated for the first time defines the concepts that biology curriculum should follow, such as "improving the literacy of biological science", "facing all students", "advocating inquiry learning" and "paying attention to the connection with real life". Compared with the traditional concept of high school biology curriculum, which focuses on imparting knowledge and emphasizes exam-oriented education, great changes have taken place. To learn the new curriculum standard, we must first deeply understand the new curriculum concept and change the teaching concept.
1, improve biological science literacy
The new curriculum standard of senior high school biology clearly puts forward that improving students' biological science literacy is the core of the new curriculum of senior high school biology. Biological science literacy is an important part of students' scientific literacy, and it is the basic literacy that every citizen should have to adapt to modern society and scientific and technological development. Biological science literacy refers to the biological science knowledge, inquiry ability and related emotional attitudes and values that citizens need to participate in social life, economic activities, production practice and personal decision-making. It reflects a person's mastery and application of the core basic content in the field of biological science, and his ability to continuously improve his scientific literacy on the basis of existing ones. Therefore, biology teachers should be based on the foundation in the teaching process, teach students to understand the basic biological phenomena, facts and laws, as well as the application of biological principles in the field of biotechnology, and scientifically explain the biological phenomena that occur around them. Help students form correct emotions, attitudes, values and scientific world outlook, and use this to guide their behavior; Guide students to master operational skills, general skills of scientific inquiry, comparative judgment, analytical reasoning and other thinking skills and creative and critical thinking methods, and cultivate students' basic abilities and habits of lifelong learning.
2. For all students
Facing all students, for the development of every student, is the basic requirement of implementing quality education, and also the educational values followed by the new curriculum standards. The new "Ordinary Senior High School Curriculum Plan" points out that ordinary senior high school education is a basic education that further improves the quality of the people and faces the public on the basis of nine-year compulsory education. The high school biology curriculum standard regards improving the biological science literacy of all high school students as the core task of biology curriculum, which helps all kinds of students choose their future learning direction and career direction. As a physics teacher in senior high school, we should deeply understand the concept of facing all students and each student's development in the new curriculum standard. In teaching practice, we should really turn students' hard study into fun study and turn their weariness into eagerness to learn. In addition to the factors of teaching materials, teachers should also advocate students' diversified learning methods: let students learn, watch, listen, play, think, do and cooperate, so that students can understand and master more learning methods. Teaching students in accordance with their aptitude and requiring them at different levels are very important for the development of students. The same students differ greatly in intelligence level, learning ability, behavior habits and learning goals. It is unscientific to require every student with the same standard. Put forward different requirements for different students and adopt different methods to improve each student at different levels on the original basis. Look at students with a developmental perspective, encourage students with inspiring language, pay attention to their growth process, pay attention to, affirm and appreciate their little progress. This kind of learning evaluation, which pays attention to motivation and development, undoubtedly plays an extremely important role in stimulating students' interest in learning, maintaining students' enthusiasm for learning and truly implementing each student's development.