A Case Study Of Chongqing On The Development And Application Of Local Biology Curriculum Resources For High School

With the continuous development and reform of the curriculum,the “National Standards for High School Biology Curriculum(2017 Edition,Revised in 2020)” explicitly proposes that teachers should actively develop and utilize students’ life experiences and social resources to enhance the relevance of biology to their daily lives.Given the strategy of cultural fortification,the characteristics of biology,and the vast territory and rich resources of the country,local curriculum resources have become increasingly important in high school biology education in China.Therefore,this study aims to analyze and explore the development and application of local curriculum resources for high school biology learning,using Chongqing as an example.The study is based on the theories of life education,constructivism,and humanistic learning.It utilizes literature research,questionnaire surveys,and experimental research methods to investigate several aspects.Firstly,it analyzes and summarizes the relevant concepts and theoretical basis of local curriculum resources for high school biology.Secondly,it explores the current situation of local curriculum resource development and application among students and teachers in Chongqing and summarizes the practical significance of the research.Thirdly,based on the analysis of the current situation,it proposes principles and strategies for developing and applying local curriculum resources,providing theoretical support for subsequent practical research.Fourthly,it excavates contents from Chongqing’s biological resources,food resources,intangible cultural heritage resources,and “red cultural” resources that can be integrated into high school biology through rigorous screening and organization.Finally,it integrates typical cases into the classroom based on teaching design strategies and carries out a comparison teaching between experimental and control classes to evaluate the learning results.After conducting an analysis of teaching practices and evaluation questionnaire results,this study has reached the following conclusions: Firstly,it is observed that teachers have a positive attitude and expectation toward local curriculum resources.However,practical obstacles such as difficulty in collecting materials have hindered their motivation for development.Meanwhile,students have a relatively limited understanding of local resources but hold high expectations for their implementation in the classroom.Secondly,applying local resources in high school biology teaching processes has proven effective in stimulating students’ learning interests,enhancing their learning motivation,and promoting a positive change in their learning attitude.Moreover,as students deepen their understanding of their hometown culture,their sense of social responsibility for inheriting and protecting local culture,as well as promoting healthy living knowledge,increases.This positive development is reflected in changes observed in “learning interest”,“learning attitude”,“hometown feelings”,and “social responsibility”.Thirdly,this study proposes principles and strategies for developing local curriculum resources,which can promote their application efficiency in the teaching process.Based on these findings,implementing classroom teaching using these resources can effectively achieve teaching goals,promote the comprehensive development of students’ qualities,and have significant application value in enhancing teaching effectiveness.In summary,this study emphasizes the importance of incorporating local curriculum resources into the teaching process and presents effective strategies for overcoming practical obstacles.The findings provide valuable insights into the application of local resources which can serve as a foundation for future investigations in this area.