Primary and secondary school curriculum and teaching reform

Author: Huazhong University of Science and Technology Press
Publisher:
Publish Date: 2004-06-01
Features:
(2) Reconstruct a new curriculum structure. Properly handle the relationship between subject-based and comprehensive, continuous and balanced, elective and compulsory courses, reform the current curriculum structure that excessively emphasizes subject independence, vertical continuity, excessive course categories, and lack of integration, and reflect the comprehensiveness, balance, and selectivity of the curriculum structure.
(3) Reflect the modernization of curriculum content. Diminish the "basic knowledge and skills" within each subject field, select essential foundational knowledge and skills for students' lifelong learning and development, and properly handle the relationship between modern societal needs, disciplinary development demands, and student development demands in the selection and organization of curriculum content, changing the current phenomenon of overly complex, difficult, biased, and outdated curriculum content.
(4) Advocate for constructivist learning. Focus on students' experiences and learning interests, emphasizing active participation, inquiry, discovery, and collaborative learning methods, changing the current overly reliance on textbooks, passive learning, rote memorization, and mechanical training in curriculum implementation.
(5) Formulate a correct evaluation concept. Establish a diversified evaluation system with multiple evaluation items and varied methods, focusing on both results and the process, highlighting the role of evaluation in improving teaching practices and promoting the development of teachers and students, changing the current phenomenon of overly emphasizing knowledge memorization and paper-and-pencil tests in curriculum evaluation, as well as the tendency to overly stress the selective and discriminatory functions of evaluation.
(6) Promote the democratization and adaptability of the curriculum. Reclarify the responsibilities of the three-tier curriculum management bodies, changing the current overly centralized curriculum management, and attempting to establish a three-tier curriculum management system at the national, local, and school levels, enhancing the adaptability of the curriculum to local, school, and student needs. The newly promulgated curriculum standards fully reflect the spirit of reform and innovation in terms of curriculum objectives, structure, content, and evaluation, embodying the educational philosophy of "student-centered" and "cultivating innovative spirit and practical ability as the core," with an emphasis on fostering students' lifelong learning aspirations and abilities, effectively reflecting the foundational, compulsory, and developmental nature of compulsory education. The new curriculum standards have changed the approach and methods of constructing courses based on disciplinary knowledge systems, establishing a comprehensive curriculum system that aligns with children's learning characteristics and needs, starting from their life experiences. Significant breakthroughs have been made in curriculum content and implementation suggestions, offering a fresh and innovative perspective. Especially the emphasis on process, methods, and attitudes, values, in curriculum objectives, highlights the student-centered approach, further benefiting children's holistic development, marking a deep-seated revolution in the field of teaching, which is deeply felt and inspiring for frontline teachers.
In the United States, the objectives of the biology subject involve five aspects:
(1) Biological knowledge objectives: Enable students to establish a fundamental understanding of the biological world, including knowledge of biology and biological principles.
(2) Scientific method objectives: Enable students to develop an understanding of scientific research and master the methods of conducting research, fostering research skills.
(3) Social need objectives: Enable students to acquire preparatory knowledge for serving society in the future.
(4) Personal need objectives: Enable students to understand and meet personal needs, thereby