New Curriculum On Biological Knowledge Structure Of The High School Biology Teachers To Expand The Required Research

Since the new senior high school Curriculum reformed in 2004 in Shandong, Guangdong, Ningxia Hui Autonomous Region, and Hainan Province as a pilot implementation four years ago, now it has been gradually advancing through out the country. Chongqing high school will also meet the new high school curriculum standards. The new curriculum reform covers the concept of goal, teaching materials selection, the presentation of knowledge, curriculum evaluation and structure. It also gives teachers a new goal, new requirements and new challenges. As high school biology teachers, their structure of knowledge would have large impact on high school biology implementation of the New Curriculum. It was noted that the high school biology teachers should have a basic knowledge structure of biology, theoretical knowledge in education and psychology, and biology of the teaching of natural sciences and humanities-related scientific knowledge, the biological theory of knowledge and ability to design applications, as well as teaching biology technology and the ability to contact each other, composed of the knowledge-based system. In order to explore the biology of high school biology teachers to expand the requirements of the knowledge structure, improve the construction of the knowledge structure of teachers to ensure the smooth implementation of the New Curriculum, the main aim of this study was to compare the "full-time ordinary high school biology curriculum" (shorted as "outline") with the" ordinary standards of high school biology curriculum (experimental) "(shorted as" standard "). Exam" Outline "and" standards "as well as the teaching curriculum at the level of requirements on a comparative analysis ; analyze senior high school biology teachers with a sampling survey. It was found that the "standard" divided biology course into three goals, eight levels, with specific action verbs to students at different stages of a request. "Standard" of teaching content fully reflects the requirements of basic knowledge, and demonstrated the students on improving the quality of the biology curriculum objectives, students focus on capacity-building, stressing the importance of practice. By comparison, New Curriculum for teachers to require the knowledge structure include: 1,familiar with molecular biology, cell biology, biochemistry and other basic knowledge of biology. 2,grasp basic knowledge of biology content. 3,know the knowledge of immunology. 4,have the ability to practice experiment, and have scientific research capacity. 5, familiar with the frontiers of scientific development. From these we can see that the New Curriculum requires the teachers to have a solid and comprehensive knowledge of basic biology, a perfect knowledge structure, and a strong all-round ability. By carrying out the survey to the teachers of Chongqing high school biology course, we find that there are flaws existing in the knowledge structure of Chongqing high school biology teachers. 60-65% of high school biology teachers to better grasp the genetics, biochemistry and cell biology knowledge; 51-56% of them know animal and plant physiology, ecology and molecular biology knowledge well; only 35-51% of them can grasp animals and plants, physiology, micro-organisms and animal behavior knowledge in a higher level. There are about 28% of in-service high school biology teachers have not learned immunology. Most teachers are required to absorb the frontier of academic knowledge, and improve experimental skills. It can be concluded from the surveys that the cultivation of core knowledge curriculum and research capacity of students in Normal Universities should be strengthened and improved. In the discussion, it is suggested that the construction of the knowledge structure of high school biology teachers can be focused on: the disciplines known skeleton knowledge, the methods knowledge, the subject knowledge and the frontiers development knowledge to build. We bring out the idea for in-service teachers to improve knowledge of the structure of biological countermeasures, as well as for the Normal Universities to promote the knowledge structure of biology teachers to improve the proposal.