A Comparative Study Of The Ordinary High Schools’ Biological Course Standards Between The New And Old Editions

As the pace of global economic progress advances,our country’s education is increasingly insufficient to meet the needs of economic and social development and the people’s desire to receive a good education.In the face of “Key Competencies”,the upsurge of international education reforms,based on Key Competencies,“common The High School Biology Curriculum Standard(2017 Edition)came into being.The new edition reaffirms the nature of the curriculum,renewed curriculum concepts,reshaped goals with the Key Competencies of the biological disciplines,optimized curriculum structure,established content standards based on the concept of biology,and built academic quality.The standard system emphasized diversified evaluations in the teaching process,etc.All reforms were aimed at the attainment of Key Competencies.In this dissertation,literature research methods,interviews,and questionnaire surveys were used to conduct comparative studies on the biology curriculum standards of senior high school and middle school students.In the interviews,first-line teachers who participated in the Interpretation of the General High School Biology Curriculum Standards(2017 Edition)were selected as interviews.Object,Questionnaire Survey A selection of high school biology teachers from 10 high schools in and around Dalian conducted a questionnaire survey to understand the basic implementation and deficiencies of the old version of the first-line teaching work,and at the same time to gather the new teachers for the new version to be implemented.Understood the situation and attitude.The results showed that although the old version had gained valuable experience in the past decade or so,there were still many deficiencies,and it was difficult to change the “knowledge target” that was not obvious in teaching as a criterion for judging the effectiveness of teaching,results in a series of "Complications" that teachers were tired of completing teaching tasks while ignoring the development of inquiry activities.Teaching methods as the main teaching method occupy almost all classroom time,etc.Teaching directly points to learning results,three-dimensional goals were not achieved.Course value In an awkward position.At the same time,many teachers were not familiar with the new curriculum reform.Therefore,it was imperative to adopt various methods to deepen the understanding of front line teachers on the new version of the biological curriculum standard and promote the achievement of the goal of biological Key Competencies.This research had conducted in-depth comparison and analysis of the curriculum standards of the curriculum,curriculum concepts,and other aspects of the new high school biology curriculum standard and the 2003 version of the "Ordinary High School Biology Curriculum Standards(Experiment)" in order to promote the understanding of the new version of front line teachers.To promote the implementation of the Key Competencies of biology in teaching practice.In response to the survey results,in order to further promote the implementation of the new version,eight suggestions were made for the majority of front-line teachers:(1)change concepts and promote development;(2)create scenarios and ask questions;(3)focus on process and cultivate many reflections;(4)set suspense and create conflicts;(5)emphasize logic and reason;(6)grasp concepts and help advance;(7)dare to decentralize power and promote diversity;(8)follow the times and make a progress.