初中《标准》明确提出课程目标和理念的培养目标(2)

1.1 标准提出了新的课程理念。标准提出“面向全体初中生，全面提高学生生物科学素养，倡导探究性学习”的课程理念。标准明确指出，初中生物课的对象是全体初中生，标准中规定的要求应由全体初中生通过努力达到。它已经完全开发；标准强调学生生物科学素养的全面提高，指出应从课程目标、课程内容、实施建议等方面提高每个学生的生物科学素养；该标准提倡以探究为基础的学习方法，不仅在内容标准中将“科学探究”专题单独列出，在其他专题中给出了多项活动建议和研究案例，在教材编写建议和评价建议中，特别要求实现学生学习方式的改变。1.2标准构建了新的课程体系。该标准充分考虑了生物科学的发展、学生的发展需求和社会需求，对以往沿用的“植物学”、“动物学”、“生理与卫生学”等相应学科体系进行了改革。人与生物圈”，以“科学探究”、“有机体的结构层次”、“有机体与环境”、“

1.3 标准从初中生物学的普及、基础和发展，从学生发展的需要和社会的需要，从确定的课程理念，从教育与培养之间的关系等方面对部分课程内容标准进行了调整科学、技术和社会 考虑到学生的情绪、态度和价值观，对课程内容进行了一些调整。例如，在课程大纲的“植物学”部分，标准中删除了许多关于植物形态结构的知识和过多的植物分类内容，并调整为“生物圈中的绿色植物”和“生物多样性”的主题。教学大纲中的“主要植物群”等；在“动物学” 并增加“科学探究”主题；考虑到生物技术的飞速发展，已经出现了巨大的社会效益和经济效益，越来越影响到每个公民的生活和发展，增加了“生物技术”的主题。该标准还删除了“采集和制作植物蜡标本”和“解剖脊椎动物”的实验，以培养学生关爱生命、珍惜生命、保护生物资源的思维、情感和科学态度。已添加。该标准还删除了“采集和制作植物蜡标本”和“解剖脊椎动物”的实验，以培养学生关爱生命、珍惜生命、保护生物资源的思维、情感和科学态度。已添加。该标准还删除了“采集和制作植物蜡标本”和“解剖脊椎动物”的实验，以培养学生关爱生命、珍惜生命、保护生物资源的思维、情感和科学态度。

1.4标准重视STS教育的渗透。该标准非常重视科学、技术和社会关系的渗透教育（STS教育），强调需要通过STS教育的渗透帮助学生理解科学的本质和科学的社会影响。例如，在“生物圈绿色植物”主题中，包括“参与绿化家园”；在“人在生物圈”的主题中，包括“制定保护当地生态环境的行动计划”。1.5 标准强调情感、态度和价值观的培养。课程目标、内容标准和实施建议强调学生情感的培养，态度和价值观。例如，在内容标准的“生物与环境”主题中，包括“树立生物圈保护意识”；在“健康生活”主题中，包括“无毒品”；在“生物多样性”课题中，包括“关注我国特有的珍稀动植物”和“保护生物多样性”。 1.6 标准侧重于生物学基本观点的形成。在课程目标和内容标准中，既注重学生生物学基本观点的形成，例如在内容标准上，强调通过独立观察、调查等探索活动，使学生的生物学结构和功能与观点相适应，生物进化观和生态观，为学生辩证唯物主义世界观的形成奠定了良好的基础。基础知识。2 教学标准要求 本标准由前言、课程目标、内容标准和实施建议四部分组成。对教学的要求是：在教学过程中，要优化教学目标、转变学生的学习方式、改革课堂教学结构、开发利用各种课程资源、改进教学评价方法等。标准的前言、课程目标、内容标准和实施建议。对教学的要求是：在教学过程中，要优化教学目标、转变学生的学习方式、改革课堂教学结构、开发利用各种课程资源、改进教学评价方法等。标准的前言、课程目标、内容标准和实施建议。对教学的要求是：在教学过程中，要优化教学目标、转变学生的学习方式、改革课堂教学结构、开发利用各种课程资源、改进教学评价方法等。

2.1 Optimizing teaching objectives The curriculum objectives in the standard include knowledge, ability and emotion, attitude and values. In the teaching process, it is necessary to optimize and determine the specific teaching objectives according to the curriculum objectives, combined with the teaching content and the actual situation of students and schools. The determined teaching objectives should reflect the requirements of knowledge, ability and emotion, attitude and values ​​as much as possible, so as to clarify the direction of teaching efforts and ensure the implementation of the curriculum objectives. 2.2 The curriculum concept proposed by the standard for changing students' learning methods and the subject of "scientific inquiry" are listed in the content standard, and a number of activity suggestions and inquiry cases are given, which is to organize students to carry out inquiry activities, so that students can experience the inquiry process and realize the realization of students. From passive receptive learning to active inquiry learning. According to the teaching objectives and the actual situation of the school, to overcome the difficulties in the field of inquiry activities and materials for inquiry activities, organize students to carry out various inquiry activities seriously, so that students can cultivate the spirit of scientific inquiry and develop the ability of scientific inquiry in the process of active inquiry. 2.3 To reform the classroom teaching structure, it is necessary to completely break the shackles of traditional teaching concepts, actively explore the classroom teaching structure that meets the needs of students' inquiry learning, and is conducive to improving students' biological science literacy, so as to effectively improve teaching efficiency. For example, adopt the classroom teaching structure of "create a situation → guide inquiry → organize discussions → inspire thinking → solve problems"; process)” classroom teaching structure (it can also be some links in the scientific inquiry process), can cultivate students’ active inquiry awareness and scientific inquiry spirit, train students’ scientific thinking methods and thinking habits, and cultivate students’ ability to solve practical problems , thereby significantly improving teaching effectiveness.

2.4 Develop and utilize various curriculum resources It is necessary to develop and utilize various curriculum resources well. To put teaching materials, school teaching equipment, school libraries, community libraries, museums, herbariums, zoos, botanical gardens, children's palaces, science and technology museums, institutions of higher learning, scientific research institutions, breeding stations, breeding farms and the vast nature, students' lives. Experience, various biological teaching software and biological science educational resources on the Internet are used as curriculum resources, and are developed and utilized in a purposeful and planned manner, so as to serve classroom teaching. This is not only the practical needs of teaching, but also an important way to penetrate the education of science, technology and social relations. 2.5 Improving teaching evaluation methods Teaching evaluation is a process of systematically collecting information according to teaching objectives, and giving value judgments to teaching activities and teaching results in the teaching process. The standard clearly points out that teaching evaluation should be carried out from three aspects: knowledge, ability and emotion, attitude and values. In the teaching process, it is necessary to improve teaching evaluation methods, give full play to the correct guiding role of teaching evaluation, guide students to truly change their learning methods, and improve their lifelong learning ability. Efforts to improve teaching standards. In teaching evaluation, teachers should pay attention to the combination of summative evaluation and formative evaluation, and pay more attention to formative evaluation; pay attention to the combination of quantitative evaluation and qualitative evaluation, and pay more attention to qualitative evaluation; pay attention to teacher evaluation and student self-evaluation and mutual evaluation. combined etc. The standard also specifically advocates the use of a "portfolio" for documenting and evaluating student development. The requirements of standards for teaching are far more than the above five items. Teachers should strengthen the study of standards and actively seek new teaching concepts and habits, teaching methods and methods, teaching content and means, teaching process and mode, teaching regulation and evaluation. A breakthrough lays a solid foundation for the smooth implementation of the standard.