Text of the compulsory secondary biological education programme
We have a new learning element as we have passed the white gap, so let us now plan it well. I'm sure most people have a hard time with this program, and i'm sure the following is an example of a secondary curriculum for high school biology that i hope will help。
Secondary biological education programme
I. Analysis of teaching materials
High school organisms are divided into three modules: molecular and cell, genetic and evolutionary, and state and environment. The knowledge of high school biology materials is broader, more informative, more knowledge-intensive, more closely linked to the knowledge points and more demanding for students than the biological materials of lower secondary schools. The mandatory " moleculars and cells " module builds the content system with cells as the basic life system。
Ii. Analysis
Through lower secondary education, first-year students have developed a certain knowledge and foundation of biology, which explains some of the life phenomena. However, some students have a misposition: biology is not important, it is a side subject. This requires us to inculcate in our fellow students the importance of biological subjects at the beginning of the school year, most directly through the introduction of two major examinations, in which teachers should take a leading role in caring for each student's `learning status ' , in an effort to stimulate the interest of the student in learning biology, in conducting more experiments, and in order to develop the student's autonomy in the learning process。
Iii. Strengthening legal guidance to develop good learning habits and learning interests
In the course of their teaching, teachers are expected to strengthen their methodological guidance in order to increase their learning efficiency. It is necessary to teach students how to learn how to live well, guide them to the essence of life sciences and encourage them to develop learning habits appropriate for their own development. Bioteachers are expected to use their academic advantages to develop student interest in learning, to teach and carry out activities in the context of living realities, to build the capacity of students to use the knowledge they have learned to solve practical problems, and to give biological classroom teaching a sense of passion and dynamism. Building the capacity of students to learn their own biology. To prepare students for pre-school, self-study, self-learning, self-learning, knowledge, and observation of animal and plant habits, morphological structures
The ability to develop reproduction, the initial ability to analyse and interpret some biological phenomena, and the ability to observe biological phenomena in life. (a) a simple requirement for students to study: to attend classes and take notes
More than 2 do exercises, think independently and do no homework
3. Take note of the summary and raise more questions
(b) pre-school pre-schooling in experimental classes
Five, pre-school, after-school
Iv. Strengthening particular resources and effective resources
Classes scheduled for this semester will be scheduled for friday afternoons 7 or 8. We can use our operational time to strengthen the collective preparation of classes, in particular by strengthening the study of curriculum standards and the study of academic and pedagogical content and teaching strategies. Make it happen
(a) carefully examine and define teaching objectives, priorities and methodological approaches against curriculum standards
(b) carefully analyse the characteristics of learning and the dynamics of examinations, and adjust teaching strategies in a timely manner
3 the mutual hearing was conducted in a timely manner。
5. In order to improve the quality of teaching and the achievement of the first biological class in the school year, the following programmes have been developed:
(i) low start, slow slopes and gradual improvement in student achievement. This year's freshman year is characterized by poor basics and different levels of education, so that the teaching of the first is less focused and avoids the stress of the first。
(ii) from a practical perspective, improve students ' biosciences, guide their understanding of knowledge and avoid purely theoretical teaching。
(iii) strengthening the education of freshmen. There are significant differences in the thinking of the first generation, and teachers of biology classes are expected to infiltrate the desired education in the course of teaching, and pupils ' bad behaviour habits are to be corrected in conjunction with class directors to avoid teaching only infertility。
(iv) to strengthen the simultaneous teaching of teachers, to keep pace and to work together, and to develop collective wisdom。
(v) the level of teaching has been constantly improving as a result of the strengthening of teaching and research activities by new and old teachers. This semester is marked by the introduction of sections 1-2 of the weekly course, the introduction of a cycle of listening, which is subject to review and evaluation, with a view to improving the efficiency of teaching。
Secondary-level biological programme 2
I. Guidelines
1. Guided by the basic concepts defined by the new curriculum standards for high school biology, the classroom behaviour is planned to change the way students learn and to achieve the desired teaching objectives。
2. Promote autonomous, cooperative and exploratory learning, emphasizing students as subjects of learning and development, fully exposing students ' thinking, revealing the process of knowledge formation, enabling students to take ownership of knowledge in awareness, experience and discovery, developing practical, cooperative and innovative skills and improving students ' bioscience. And in the effective experience of self-expression and peer-to-peer experience, the student's interest in learning, motivation for learning, interpersonal abilities, learning achievement, equality awareness is promoted。
Ii. The aims, tasks and requirements of the current semester
Knowledge of the reduced division and fertilization of the selected 2 modules of high school biology, the structure of dna molecules and their genetic fundamentals, the underlying principles and applications of genetic and mutation, and the continuity of life, mainly from cell and molecular levels, as well as knowledge of the theory of modern biological evolution and species formation chosen, mainly to explain the process and causes of biological evolution. Learning the content of this module is important for students to develop the right natural outlook for understanding the continuity and development of life, for understanding the biological community and biodiversity, and for developing a biological evolution perspective. At the same time, it is important for students to understand the value of principles in promoting economic and social development and human health. `。
The teaching of this module needs to be based on the molecular and cell module, while at the same time laying the groundwork for the three optional modules - biotechnologies, biosciences and society and modern biotechnologies. Thus, in the teaching of this module, care is taken both to use the basis of the molecular and cellular module, to remind students in due course, to be gentle and new, to raise new issues from the knowledge available, and to take into account the need to learn to choose the module and to build on it. In addition, attention should be paid to what should have been learned in an “in place without overstepping” module, which should not be extended too much. For example, with regard to the content of genetic engineering, this module and the module " the theme of modern biotechnologies " have specific chapters or topics, and in this module, the basic principles and methods are clearly articulated, and examples of their application are sufficient, not to involve too much technical detail and to describe the scope of application in a comprehensive manner。
Iii. Analysis of studies
Through the mandatory module 1, students have acquired the most basic knowledge of cytology, and at the microlevel they have developed a deep understanding of the nature of life. But students are less capable of experimental design. Most students have mastered the general method of studying high school biology, and some have also generated a great deal of interest, and the hot spots in this module should be of greater interest to students。
Iv. Teaching methods and measures
By setting up operations to search for relevant subject-matter information, students develop good habits of active learning; experiment with discussion, cooperative teaching; create situations for exploratory teaching; and strengthen work and methodological guidance。
