A Practical Study Of Developing School-based Curriculum "The Beauty Of Life" With Local Biological Resources From The Perspective Of Aesthetic Education

The development of students’ core literacy is an important element in the cultivation of a "well-rounded person".In October 2020,the General Office of the CPC Central Committee and the General Office of the State Council issued the Opinions on Comprehensively Strengthening and Improving Aesthetic Education in Schools in the New Era,which encourage schools to develop special aesthetic education courses and form "one school with one product" and "one school with multiple products".Based on the fact that junior high school biology contains a large number of elements of aesthetic education,developing an aesthetic education schoolbased curriculum by taking advantage of local biology resources is in line with the requirements of the times to carry out aesthetic education with special characteristics,and will also contribute to the development of students’ core literacy.Based on natural aesthetics theory,constructivism theory and hierarchy of needs theory,this study used literature research method,questionnaire survey method and interview method to frame the components and development process of the school-based curriculum of aesthetic education.The school-based curriculum for aesthetic education in junior high school,"The Beauty of Life",was developed around the core literacy connotation and development goals.The development of this curriculum was carried out in a middle school in Kunming.The curriculum contains four modules:objectives,content,implementation and evaluation.Based on the combination of the curriculum content module and local biological resources,the curriculum was screened and categorized into three chapters: "Plants","Animals" and "Fungi",based on the knowledge base of biology and the aesthetic tendencies and needs of the school’s second-year students.Moreover,the curriculum module composition of "The Beauty of Life" in this study was optimized by analyzing the results of interviews with teachers who developed the school-based curriculum and front-line teachers.After that,the author,as a teacher,carried out a semester of teaching practice of "The Beauty of Life" to one class of the second grade of the school.Based on the evaluation system,the students’ learning effects and the implementation of the course were evaluated by means of paper and pencil tests,evaluation of aesthetic works,and surveys on their feelings of participation in the course.After diversified evaluations,it is found that students’ aesthetic perception of plants,animals and fungi in "The Beauty of Life" improved from a superficial understanding of beauty in color and form to a level of recognition of beauty in meaning,value and science.This was particularly evident in the results of the paper-and-pencil quizzes before and after the students’ study of "The Beauty of Life".The author thus clarified how the curriculum quality and practical effects of this study were.The study found that the aesthetic education school-based curriculum "The Beauty of Life" provides a reference for special curriculum development.The school-based curriculum practice of "The Beauty of Life" facilitates the cultivation of students’ core literacy.