Junior High School Biology School Development And Implementation Of The Course "Identification And Classification Of Plants"

In June 1999, Central Committee of the Communist Party of China and State Council made the decision to deepen education reform and promote quality education, proposing a three level curriculum system which includes country curriculum, local curriculum and school curriculum. The development of school-based curriculum can make up the national curriculum, it is conducive to the development of the student body, but also help to improve the professional level of teachers After the research of the recent materials, I find that the research on school-based curriculum development is more theoretical than empirical. The empirical research on biology is far from enough. As for those front line schools, there are still many problems such as lack of the consideration in characteristics of school resources, the surrounding environment and the lifelong development of students. Therefore, the development and application of school-based curriculum are the problems which still need to be further discussion.Xi’an Tie Yizhong Binhe School is the sample school of this research. The researchers have done a practice-based curriculum elective courses named "The Identification and Classification of the Plants". The study selected 51 students who are from Grade Two as the study subjects to do a case study which casted one semester. There are five chapters in the research process:environment analysis, goal setting, organization of courses, curriculum implementation, curriculum evaluation.Analysis from the National Environmental Policy (including the delineation of three courses, curricular reform, supplementary curriculum standards set), the school’s situation(including setting three-dimensional object, curriculum organization, curriculum evaluation set before disciplinary knowledge) has three aspects. According to the requirements of the target set of the "Basic Education Curriculum Reform" and "Compulsory Education Biology Curriculum Standard(2011 edition)",the author of "plant identification and classification " take course objectives and teaching goal setting of the school-based curriculum’s goal setting, and analysis were carried out. One by one from the level of knowledge, ability level and emotional attitudes and values of the three angles. After combining the learning situation analysis, herein divide "plant identification and classification of, the school-based curriculum book, into four themes: hometown’s culture knowing, plant taxonomy knowing, the plant of Yizhong BinHe middle school knowing, the word of plant knowing. Then curriculum organization and implementation set in the form of themed. In addition, according to the data analysed by the learning situation, with the suggestion of students, herein divide the access of "plant identification and classification of", the school-based curriculum book into formative access (including collaboration in the classroom game, the job is completed, the usual classroom performance) and summarize evaluation(including self-assessment and peer assessment test questions).The findings of the research shows this course in implementation in the school is characterized by the following aspects:the course has a positive influence on increasing the students’interest in learning biology, besides, studying in groups and exploring through experiments obtain a highlight in the course. The wide range of evaluation methods in the course have also been welcomed by the students.Through this school-based curriculum’s research whose name is "plant identification and classification". I think that exploiting school-based curriculum with school characteristics must be combined with the student’s life, and integrating implementation process and improving student’s hands-on, cooperation and innovation ability in order to truly make the school-based curriculum based on school of education practice, playing a positive role in educating people.