Keywords:: biological science teaching quality in normal universities
China Library Classification Number: G652 Document Identification Number: A
Teachers' colleges are the base for training middle school teachers, and the teachers' quality of normal students directly affects the quality of middle school education. The new curriculum reform not only puts forward new requirements for teacher training, but also provides development space for teachers' professional growth. Looking at the basic education under the background of the new curriculum, we think that higher normal education can no longer meet the needs of basic education reform. This requires teachers' colleges to carry out targeted reforms in curriculum, teaching methods and skills training to meet the needs of current basic education reform. Compared with the traditional syllabus, the new middle school biology curriculum standard has undergone great changes in teaching concept, curriculum content and learning methods. At present, the curriculum teaching of biology major in most normal universities is often out of touch with the needs of basic education and cannot meet the needs of the new education and teaching situation. Therefore, the cultivation of talents majoring in biological sciences in normal universities also needs to be reformed according to the requirements of biological education in middle schools, so as to improve the teaching quality of students majoring in biological sciences in normal universities under the background of new curriculum.
1 Reform the teaching of specialized courses and improve the quality of specialized teaching.
(1) Reform the curriculum content of biology major in normal universities. The curriculum should embody the principle of broad foundation and focus. Set up courses according to the training mode of wide caliber, thick foundation, fine specialty and multiple outlets. With the deepening of basic education, great changes have taken place in the content and structure of biology courses in middle schools. In addition to covering a large number of courses, it not only involves the original basic courses, but also adds new frontier disciplines, such as cell and humoral immunity, cell engineering, genetic engineering and many other new contents reflecting the progress of life science in the century. According to our investigation of biological science curriculum in 12 university, it shows that specialized courses account for 40%~49% of the total curriculum scheme, and basic courses (such as zoology and botany) account for the vast majority of specialized courses. For example, most schools offer courses between 120- 160, while molecular biology only provides 34%. Obviously, this course is not consistent with the requirements of middle school biology course. Therefore, on the basis of keeping the traditional content, biology professional courses must increase the frontier knowledge of subject development and the relevant applied knowledge of modern biology. This requires broadening the knowledge structure, refining basic courses, expanding the content of modern biology courses, especially adding the frontier content of biology to elective courses. Such as the progress of molecular biology and genetic engineering. At the same time, we should pay attention to setting up courses in biotechnology application. In a word, we should take the demand of the new biology curriculum as the guide and improve the quality of education as the goal, optimize the curriculum structure and cultivate students' comprehensive quality.
(2) The reform of curriculum teaching methods, it can be said that the curriculum teaching methods in normal colleges are far behind the teaching reform of basic education. This is the main problem that students majoring in biological science in normal universities can't adapt to biology teaching in middle schools after graduation. For example, a basic concept of the new curriculum is "advocating inquiry learning", which requires teachers to actively use inquiry-based and problem-based teaching methods. However, the teaching method adopted by colleges and universities is still indoctrination teaching, and students know little about what inquiry is, let alone inquiry teaching. As we all know, in the classroom teaching of teachers in normal universities, teachers' teaching methods, language skills, teaching ideas and teaching styles have different degrees of normal functions. This requires biology teachers in normal universities to consciously use the educational and teaching ideas of the new curriculum to organize teaching and subtly influence students. Teachers majoring in biological sciences in normal universities should deeply understand the new educational ideas in the new curriculum standards of biology and actively reform teaching methods. Reform the traditional teacher-centered, student-centered, let students actively participate in the whole teaching process, change traditional indoctrination teaching into heuristic teaching, change students' single learning mode into cooperative learning mode, and change acceptance learning into inquiry learning. Offering inquiry courses can cultivate students' thinking ability, collect and process information, analyze and solve problems, communicate, cooperate and explore. Teaching attempts are made by using teaching methods such as inquiry, discovery and research. Only in this way can the graduates majoring in biological science in normal universities quickly adapt to biology teaching in middle schools after they take up their jobs.
(3) To further reform the experimental teaching, "Biology Curriculum Standard for Ordinary Senior High Schools" points out: "Biological experiment is the main way to carry out scientific inquiry, and its role is irreplaceable by other teaching methods." The new curriculum reform of biology attaches importance to cultivating students' innovative consciousness and inquiry ability in experiments. Although many reforms have been carried out in experimental teaching in normal universities, especially after the assessment of teaching qualification in colleges and universities in China, the reform of experimental teaching has been deepened. However, at present, there are still some problems in the teaching of biological experiments in normal universities: first, the form is single, mainly confirmatory experiments, and there are few exploratory experiments; Second, the content is outdated, mostly traditional and classic experimental content in the past, and there are few modern experimental contents that reflect scientific progress; Third, the experimental rate is not enough to meet the needs of biology teaching in middle schools. Therefore, we believe that this is not conducive to cultivating the innovative ability and practical ability of normal students. Therefore, in order to adapt to the new curriculum, the biological science major in normal universities should carry out corresponding experimental teaching reform. In the teaching content of biological experiments, reduce the number of verification experiments and increase the proportion of inquiry experiments; Reduce the proportion of traditional classical experiments and increase the proportion of modern biological experiments; Establish an experimental system in which basic experiments, comprehensive training and design experiments are coordinated. Stimulate students' innovative thinking and cultivate their comprehensive ability. According to the concept of biology curriculum in middle schools and the requirements of STS education, the biological science major in normal universities needs to add some experimental contents closely related to life on the basis of strong academic nature. In laboratory management, we believe that as a qualified middle school biology teacher, to master the experimental teaching ability, we should not only do experiments, but also prepare experiments. Therefore, students should participate in the teacher's experimental preparation activities and be familiar with the whole process of the experiment. Let students know the principle of each experiment, the function and usage of instruments and drugs. Establish an open management laboratory, guide students into the laboratory in their spare time, and design some experiments related to real life and middle school biology.
2. Reform the teaching content of education courses and improve the quality of teaching theory.
In normal universities, teacher education courses account for 10%~ 15% of the total class hours. Most schools offer three courses: pedagogy, psychology and biology teaching method. The problems existing in this course are: wide coverage, extensive content, weak theoretical foundation, divorced from educational reality, outdated content, weak pertinence and lack of sense of the times; There is a lot of repetition between the three courses, which leads to the waste of class hours and teaching resources. We believe that in the setting of educational courses, we should pay attention to the coordination between the proportion of class hours and teaching content, the unity of disciplines and normal education, the connection of pedagogy, psychology and teaching theory, and the independence of the three courses, so as to reduce the duplication of contents between courses and increase new educational information. Pay attention to the new development of educational theory and constantly infiltrate the advanced educational concept of the new curriculum plan. Increase the content that reflects the modern advanced educational concept, new information, new experience and new skills in the new curriculum reform, and lay a theoretical foundation for them to become research-oriented and innovative biology teachers in the future. Combined with the reality of biology teaching in middle schools, the design course of biology teaching in middle schools is added, so that students can understand the curriculum standards, analyze teaching materials and master the skills of teaching content. Offering education and teaching research courses will enable students to master the basic theories and methods of education and teaching research, and initially have the ability to conduct education and teaching research on the basis of educational practice. It lays a good foundation for educational research in future educational practice.
3. Reform the training mode of practical teaching and improve the quality of teaching skills.
The internalization of students' professional knowledge into the ability to engage in education and teaching must be realized through teaching practice. Therefore, in the curriculum plan of normal colleges, classroom training and educational practice of teaching skills are required as the tasks that students must complete. Under the background of the new curriculum, higher requirements are put forward for teachers' teaching skills, so teachers' colleges must also make corresponding reforms in the cultivation of students' skills. We believe that in order to meet the requirements of the new biology curriculum in middle schools, we should first go to the educational practice base to investigate and understand the new requirements of the new curriculum reform for biology teachers. At present, the main problems existing in the cultivation of students' teaching skills are: first, formalization, emphasizing process but neglecting quality; Second, the form is single, and according to the time arrangement of the syllabus, only students are arranged to spend a certain period of time in a certain school; Third, there is little time allocation. We believe that the improvement of students' teaching skills should focus on the following reforms. The cultivation of teaching skills should pay attention to both classroom teaching and lecture training. Classroom teaching skills should be infiltrated into the course of teaching theory. When teaching a certain teaching theory, students should be trained through teaching practice to really improve their teaching skills. "Speaking class training" is the design of classroom teaching. The significance lies in explaining how to teach this lesson well. Through listening to lectures, students can master the outline, understand the teaching materials, analyze the learning situation and conceive the teaching methods under the background of the new curriculum. Make students understand the concept and teaching methods of the new curriculum more deeply. In terms of educational practice, it is mainly to reform the way of educational practice and enhance the effect of educational practice. At present, most teachers' colleges arrange the teaching practice time at about 8 weeks, and the practice time is arranged in the second semester of grade three. We suggest: first, increase the internship time, which can be extended from the current 8 weeks to half a year to provide students with more exercise opportunities; Second, appropriately increase the proportion of educational practice and probation, and provide students with as many opportunities to perform on stage as possible; The third is to change the way of educational practice, strengthen cooperation with practice bases, and let students get in touch with the reality of basic education and participate in teaching practice as soon as possible. Taking post-education will not only help solve the problem of insufficient teachers in middle schools, but also effectively cultivate students. Adopt the combination of centralized practice and decentralized education practice, and combine curriculum arrangement practice with on-the-job education practice; Individual guidance practice is combined with the whole process of follow-up education practice. In this practical mode, students can consciously realize the role transformation from students to teachers in concrete and real educational situations, and can use their own knowledge and skills to solve practical problems in teaching, thus gradually developing good teachers' professional consciousness and professional emotion.
Fund support: Anhui Higher Education Research Key Project,No.: Anhui Higher Education 20 100680.
To annotate ...
1 Liu Enshan. Interpretation of the senior high school biology curriculum standard (experiment) [M]. Nanjing: Jiangsu Education Press, 2004:263-265.
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③ Chen. Research on Biological Experiment Teaching [M]. Beijing Science Education Press, June 8, 2004.