A Comparative Study Of The 2022 Edition And The 2011 Edition Of The Curriculum Standards For Compulsory Education In Biology

Since the promulgation and implementation of China’s Compulsory Education Biology Curriculum Standards(2011 Edition)(hereinafter referred to as "2011 Edition Standards"),it has guided the reform and development of China’s compulsory education curriculum biology for more than ten years,which has had a comprehensive and profound impact on biology education in China,but with the development of society and the progress of science has put forward new requirements for talent training,making the problems and challenges facing junior high school biology education in China increasingly prominent.Therefore,in order to adapt to the characteristics of the new era in China and to address the current problems in our biology curriculum,China has newly promulgated the "Curriculum Standards for Compulsory Education in Biology(2022 Edition)"(hereinafter referred to as the "2022 Edition Standards").In order to make the 2022 edition of the Curriculum better understood and implemented,this study adopts the methods of documentary analysis,textual analysis and comparative research,and based on relevant educational theories,it conducts a more objective and detailed comparison and analysis of the causes of the differences between the 2011 edition of the Curriculum and the 2022 edition of the Curriculum in terms of basic information,nature of the curriculum,curriculum philosophy,curriculum objectives,curriculum content,academic quality,curriculum implementation and appendices,and draws the following conclusions.First,in terms of the nature of the curriculum,the definition of biology in the 2022 Edition of the Curriculum remains largely unchanged,but is more concise in its presentation,once again emphasising the natural science attributes of biology.Secondly,in terms of curriculum philosophy,the 2022 edition of the standards better reflects the requirements of education in China today and reflects the development trend of science education,as well as a more detailed and comprehensive concept of human development.Thirdly,in terms of curriculum objectives,the "core literacy" proposed in the 2022 edition of the Curriculum is the inheritance and transcendence of the original "three-dimensional objectives",and is the centralized embodiment of the humanistic value of the biology curriculum.Fourthly,in terms of curriculum content,the 2022 Edition of the Curriculum changes the general idea of building the content framework to cover a wider range of topics,integrating and optimising the original curriculum content to form a propositional conceptual system of biology.Fifth,academic quality is a unique and innovative part of the 2022 Edition of the Curriculum,emphasising the comprehensive performance of students in authentic problem situations and describing the level of literacy expected of students in different problem situations,which is an important basis for driving assessment.Sixth,in terms of curriculum implementation,the recommendations in the 2022 edition of the Curriculum are all more comprehensive,with more focused and practical guidance,as well as detailed suggestions for teaching research and teacher training.Seventhly,in terms of appendices,the cases in the 2022 Edition of the Curriculum are more comprehensive and more informative for teachers’ teaching practice activities.Finally,the author illustrates a specific case,"Nutrients in Food",which is common to both the 2011 Edition of the Curriculum and the 2022 Edition,and makes effective suggestions for teaching biology under the 2022 Edition of the Curriculum in the light of the findings of this study.