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Each year in June, Ann always remember their college days when graduating. It was the summer of 2003, Beijing’s weather has been hot as in previous years. Practice, finding a job, thesis, a long list of things dealt with, finally able to quiet down, but the heart was being detained for four years, suddenly, like hollowed. Then again busy photo, message, drinking, dating, and then wait for graduation. Smart businesses suddenly found it contains a “graduation economy.”

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Joint meeting with the president by the National Vocational Wenzhou Municipal Government jointly organized by the Sustainable Development of Chinese Higher Education special way in the Forum, from 24 to 25, held in Wenzhou. Forum proposed to establish a “college education service” model high degree of recognition by the education sector.
In this forum, domestic famous experts, scholars and leaders on the sustainable development of higher vocational education to make in-depth discussion. It was the view that education has a social services function, which has become the consensus. Therefore, education must go beyond thinking of education, research must put it into a regional education and regional 经济 social integration, interactive level, building and local economic and social Fa Zhan Xiang adaptation, with industrial development area of convergence of service-oriented education system, which Jishi economic and social development of the Regional Education made an urgent requirement for modern educational reform and development trend.
Experts, scholars believe that this forum on China’s private economy in Wenzhou at developed areas, provided an example. Located in Wenzhou City, Zhejiang Vocational and Technical College is recognized by the education sector to create and practice in China, “Education Institutions of Higher Learning” concept of a classic.
The College has gone through 50 years of history, the past decade, the Institute developed with the private economy in Wenzhou, plenty of educational advantages of industrial clusters, to fully absorb the essence of Wenzhou culture attaches great importance to the depth of integration between the school and local development, local advantages to play well education services, the basic formation of a unique and complete “education service” concept and practice of university system.
In order to practice this philosophy, the College create a “school and enterprise integration, production integration teaching, learning to use one,” the open mode. Here, it is a university, but the plants inside and outside schools, parks everywhere, gather a variety of industries, linked to a school production of a training base and run industrial parks, such as footwear, eyewear, clothing, lighters, low-voltage electrical industry, as well as creative garden, IP service park, everything electronic and information technology park.
Here, students of the classroom is the classroom, it is truly a factory, a store, a company, a park, the community and the market is a good teacher of students, but also the object of student services. There are 97.3% of students hold may intermediation “three cards”: diplomas, professional certificates and post teaching experience certificates (experience certificates), and thus become the talent market, “fathom”, the employment rate was higher than year after year undergraduates. This is what people are commendable, “the phenomenon of Zhejiang Industry and Trade.”
Two days of this forum is also a comprehensive summary of the sustainable development of China’s Higher Education Strategy and school to explore college education service, achievements and experiences, discuss the establishment of educational services focused on type Colleges Development, ideas and initiatives. Meanwhile on the international higher education service system, one of the vocational education school and enterprise development strategies, education, service-oriented university in the process of professional (course) construction and reform, and traditional culture innovation on the higher quality of talent cultivation promotion strategies depth of topics.

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The Glee season finale will be bitter sweet: a totally great episode, but unfortunately the last one for a while. So, how do we know it’ll be fabulous? Well, 3 backup dancers were injured in the finale filming — so it’s got to be action-packed and well worth the aches and pains, right?

Apparently one of the dancers careened into the camera, and there were more bumps and bruises throughout. No one was seriously hurt, but it was ugly enough for the shows executive producer to hand out first aid kits to the dancers as parting gifts! Which definitely makes up for everything, of course.

According to E! Online, a bottle of “blood remover” was also on-hand during the filming of the show-choir “Regionals,” which pits the New Directions against Vocal Adrenaline. Sounds like it’s going to be a fight to the finish.

There are 7 more episodes lined up to air before the season finale June 8.

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Needs of the times
With a computer and network communication technology-based information technology developed, businesses have levels of use of information technology and 产生 Shang good benefits, especially in information technology education in primary and secondary Jiaoyu 中 application and popularization of have achieved better efficiency, experience and lessons learned. Teaching and research staff training as a teacher’s identity, and always stressed the teacher to change the “inculcation” of classroom teaching, teacher training has to take still is the “inculcation”, “I talk you listen to” the old model, the training content and training, self-contradictory behavior, let alone interact. At the same time,
Information age is the era of information explosion, teaching and research education, dissemination of information is no longer a member of the authority, nor the teacher for help when the only helper, therefore, urgent to change the traditional mode of teaching and research, or, teaching and research institutions and the value of teaching and research staff will lose.
Education needs
Basic education curriculum reform was in full swing among the front-line teachers are facing many problems to be solved. Although each teacher had been subject to pre-job training curriculum reform, but the specific classroom teaching, there are still many problems. If the traditional mode of teaching and research, these issues are timely resolved, will delay the normal development of a large number of students. Therefore, the rapid transmission of information using the characteristics of the network to carry out teaching and research network to solve the practical problems of teachers have access.
Development needs of teachers
Professional growth, personal reflection is important, peer-, professional guidance is indispensable, together with personal reflection is a practice based on reflection, is to acquire new knowledge, new knowledge and old knowledge assimilation, comply with the reflection. New knowledge (information) to obtain post-reflection, peer assistance and professional guidance, left the network, the efficiency will be lower. Therefore, the network professional development of teachers teaching and research is pushing hand.
Innovative teaching and research needs
According to the survey data show that teachers who need to solve the problem is not teaching theory, but in the process of teaching practice, some of the kinks out. Solve these problems, the traditional way of teaching and research, can no longer bear the weight. Therefore, creating an open, multi-agent, the exchange of information in a timely manner, easy, service teaching and research staff, service teachers, teaching and research model to serve the community of teachers professional quality, and promote overall development of students, an effective way to train qualified citizens, but also the work of innovative teaching and research needs.

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“Molecular and Cellular” is a common biology curriculum content of the first one compulsory module, this module include: the molecular composition of cells, cell structure, cell metabolism, cell proliferation, cell differentiation, senescence and apoptosis five parts.

1 The purpose of this module students significance

Nature and society vastly different things, all the different sports with the physical manifestations of life is the highest form of physical exercise. Life on Earth, in addition to the virus by cells of the outer cell structure and biological activities of life is the basic unit. Cells of different organisms, the composition of its material elements is generally the same, that contain water, inorganic salts, carbohydrates, lipids, proteins and nucleic acids. Therefore, to understand the laws of life activities and to explore the essence of life, from the beginning of molecular and cellular life.

This module selects the most basic knowledge of cell biology and cell research and practical application of new advances, the knowledge content is an essential foundation for learning other modules. Through this module, students will learn at the micro level, the material life and the unity of the biological material, living cells, material, energy and information changes in a unified, uniform cell structure and function, part and whole organisms reunification, helped the formation of dialectical view of nature. Study found that cell, cell theory of the establishment and development, helps students understand the scientific process and the nature. The module learning objectives are:

1.1 knowledge goals

1) Description of life’s basic chemical composition, understanding of life on Earth is to build carbon-based, the basic properties of biological macromolecules depends on the length of the carbon skeleton, structural arrangement and functional group; overview of intracellular water and inorganic The role of salt, to clarify the structure and function of biological macromolecules. Detection of biological tissue sugar, fat and protein.

2) summarize the basic cell theory argument, clear electron microscope technology, cell disruption and ultra-centrifugation is to explore cell structure and function of important ways and means; understanding of biofilm system is the most basic structure of life, more than the cell cytosol kind of metabolic activity of the place, the completion of organelles in living cells by a variety of important life activities, the nucleus is the regulation of genetic and metabolic activity center, to understand life activities of the unit cells.

3) to explore the living cell membrane has selective permeability to illustrate the way different substances out of cells. Explore the source of enzymes within living cells, the role of features and chemical properties, as well as the factors that affect enzyme activity. ATP and ADP to explain the relationship of mutual transformation, to clarify ATP’s role in energy metabolism. To clarify the process of photosynthesis, light systems and light and dark reaction and glucose production, outlined measures to improve the photosynthetic efficiency, understanding the importance of photosynthesis in nature.

4) For example, cell proliferation and its significance to say, diagrams meristem cell growth and proliferation of periodicity. Overview split between the metabolic activity of cells and the results of the cell-free mitotic process and characteristics of the observed cell mitosis and an overview of the process and characteristics.

5) examples of biological cells is the main process of individual development and differentiation of cells still have the developmental potential. Examples of cell aging and death is a normal phenomenon of life, of cell aging and apoptosis and human health. Describes the main features of cancer cells, and analyzes the causes cancerous cells to collect and exchange information on cancer prevention and control.

1.2 skills targets

1) The chemical elements through the use of icons will be categorized, summarized in the table with the knowledge of water and inorganic salts, sugars and lipids to the knowledge principled, outline method with inductive knowledge of protein, nucleic acid molecule with a flow chart presentation of process, compare and contrast methods of dealing with the organelles of learning materials, learning methods and strategies to accept training to improve self-learning ability.

2) through the observation of cell DNA and RNA distribution of mitochondria and chloroplasts observation, identification of tissue reducing sugar, protein, starch and fat, extraction and separation of chlorophyll production and observation of root tip mitosis sheeting and other experiments, culture experiments Experimental observation of operational skills and capacities; by exploring the cell membrane permeability, induced cytoplasmic wall of separation and recovery, exploring the factors that affect the activity, explore ways of yeast respiration experiment, accepted methods of scientific inquiry training, to develop their capacity to scientific inquiry . Through simulation of biofilm permeability, material diffusion rate and cell size of relationship, to develop their experimental innovation.

3) through the analysis of cell parts of the structure and function, part and whole relationship of cell division and differentiation, differentiation and dedifferentiation, differentiation and transformation of the relationship between the observation and analysis of mitosis in different periods between cells, the structural linkages and development changes, developing and enhancing their abstract thinking ability.

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1, Biology course Structural System

In 1959, Bruner (Jerome S. Bruner) in the “education process” made his Constructivist ideas. He claims: “Regardless of what we choose to teach discipline, be sure to enable students to understand the basic structure of discipline, learning the structure is learning how things are interrelated.” Since then, the curriculum should be structured as curriculum experts and the common pursuit.

(A) course content and structure of biological need for system reform

The traditional high school biology courses fundamental features of life to organize content, which is the traditional structure of the general biology subjects. However, we must now consider two questions. The first modern course curriculum to reflect on that subject system, but not identical to the discipline system. It addition to considering the disciplinary system, but also consider their cognitive development and social needs. Biological disciplines including the fact that concepts, principles and laws of the composition of the theoretical system and its underlying ideas and methods of discipline. Therefore, the biological courses both theoretical system of knowledge construction can also be constructed according to ideas and methods of discipline, both have their own rationality. The second half of the 20th century occurred in “biological revolution” to biology “paradigm” has changed. Kuhn (TSKuhn) in “Structure of Scientific Revolutions,” the book said: “The scientific revolution, textbooks, and they made the historical tradition must be rewritten.” For example, the late Mr. Chen Yuezeng editor of the “general biology” to break the traditional academic system in general biology, according to the contemporary life sciences from the micro to the macro-development, “according to the main structure of life level, from low to high-level arrangements. “[1]

(B) Building structural system biology curriculum ideas

Course content and structure based System, is the logical relationship between course content and the relationship between psychology. Logic means the intrinsic link between academic knowledge, the relationship between psychology editors understand that in accordance with the development of student understanding, the course content to organizations. Of the science curriculum, the general tendency is to take the logical structure of senior system in the lower grades in psychology, the main structure of the system. Our curriculum has always been concerned about the knowledge system, establishment of high school biology curriculum ideas, according to China’s national conditions and can only take the former.

Construction of a logical relationship between curriculum, but also have different methods, such as: (1) can be the method of formal logic to determine the number of scientific facts or concepts as a logical starting point, through axiomatic deductive reasoning to build a system. This method in physics, chemistry used more, and on the biology curriculum, the “standard” for the first time included the concept of curriculum objectives, “Standard” in “Genetics and Evolution” content, but also the main building in a similar way . However, the complexity of living systems and biological phenomena, the uncertainty in order to build knowledge of formal logic can only be applied to a small number of areas of biological science. (2) the theory of evolution is undoubtedly one of the largest life science unified theory of the mechanism of evolution of life not only to trace the long history of covering a variety of biological evolution and the Origin of Life takeover, but also can present all the phenomena of life instructions are given. My 50 years in the 20th century, set up in high school, “Darwinism Foundation”, hitu to build biological evolution as a framework curriculum. However, evolution is far from mature, resulting in the dominant philosophy of biology course by entering a non-scientific way. (3) the development of modern biology, the formation of a systems biology (Systems Biology). The nature of life, biologists are long on energy and reduction of disputes. After 30 years of the 20th century, the scientific community on the essence of life made new understanding is that the system of the body. In 1952, the Austrian-American biologist, founder of the system of Von Bertalanffy (LVBartalanffy) published the English version of “life issues – Evaluation of Modern Biological Thought”, put forward the basic principles of body systems: general theory ( organization theory), dynamic theory, self theory. These principles 表明: biological organism a unique organizational system, its individual parts and individual events to the overall conditions, Zunxun system Guilv; life of an organism resulting from Lian Xu Jie Gou flow process with adjustment and adaptation capacity; life is an organism with independent activity of the system [2]. In 1968, Bertalanffy again in this book, based on further written as “general systems theory – the basis of the development, application”, the creation of a system of biology has thus developed a “systems biology.” An important aspect of systems biology is the use of systems concepts, systems thinking and systems approach to understanding biology, re-integration of the existing knowledge of biological science. This has become a “biological revolution” one of the elements, the international community called the “method of using systems biology revolution.” “Steady-state and the environment” module of the knowledge structure is to build the idea of systems biology.

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On the construction of the system biology curriculum content, the author in “high school biology curriculum construction and the analysis of steady-state and the environment module,” a discussion paper made that like “Genetics and Evolution” content, can be the method of formal logic, determine the number of scientific facts or concepts as a logical starting point, through axiomatic deductive reasoning to build a system. [1] This paper intends to make a concrete analysis of this.

First, the construction of modern genetics theory

First of all, through observation and scientific experiments perceptual knowledge, it is through pea hybridization experiments Mendel obtained extensive experience in materials. However, the emotional understanding of the material was only the first step in understanding the real task is to achieve rational. This requires a scientific approach to the material. How to deal with? First of all, these experiences should be summarized material reflected the essence and variety. This requires scientific abstract. The so-called scientific abstract thinking is that people use, through the phenomena of things, taking out the essential nature of things and changes in the law of development. Scientific abstract is a complex thought process, the first step is to form the basis of experience, the concept of material is from the “emotional on the specific” up to “abstract rules.” The so-called “Emotionally specific” scientific practice is that people formed in the surface of Chaos; so-called “abstract”, a provision is through a certain method to abstract the essential properties of things. It is from a large number of Mendelian peas specific genetic traits (flower color, cotyledon is full, the plant height, etc.), the abstract “relative character” concept, and further it is divided into “dominant characteristics” and “hidden of character. ” The second step is to determine the use of concepts and reasoning, construction law, principle, that is, from the “provisions of the abstract” to “thinking in the concrete.” “Thinking of the specific” is different from “emotional on the specific” sensitive material is no longer the sum of the facts of the chaos, but rather dominated by certain rules of organized knowledge. Mendel is the basis of relative characteristics, dominant traits and recessive traits such concepts, summed up the phenomenon of separation and the free combination. The entire process from the perspective of logic method is a process of inductive reasoning. Provided that a number of scientific facts, the conclusion from the premise through reasoning by general law. Awareness activities in science, science and logic is the same abstract understanding of the process the two sides. On the one hand, understanding the abstract process is a continuous process of formation of scientific concepts; other hand, the recognition process is a method to judge the use of logic and reasoning process.

Understanding of the phenomenon of separation and the free combination, the Mendel did not stop, he began to establish genetic hypothesis. In scientific research, when knowledge of scientific facts to reach a certain level, it must pass the dynamic role of theoretical thinking, using a variety of theoretical thinking and sorting and processing methods, to establish a scientific hypothesis. This is an important part of deepening and general methods. The times in the Mendel, the prevailing scientific theory is Newton’s method of thinking. Newton in “The Mathematical Principles of Natural Philosophy” in the scientific method first proposed rule, the principle is simple. [2] on the “simple principle” concept to define, since there is no academic consensus. Newton and Mendel are the simple principle of the use of the meaning of the simple nature of things inside, that is that in the understanding of nature, the most simple explanation is always desirable. As Einstein said: “Our so-called simplicity, does not mean that students master the difficulties arise when this system the minimum, but that such a system independent of each other contained in the assumptions or public at least.” [3] In this context, modern science, Dalton first in the 19th century in accordance with the principles of simplicity, the macro, high-level, with the senses can perceive but not clear enough understanding of the diversity of chemical substances, complicated, broken down into unlimited number and type of the number of micro-less, low-level, the physical senses can not directly detect the smallest atomic particles —- (then Dalton’s knowledge), then links between atomic and interaction, to understand, explain, explain the chemical form, structure, function and properties of the infinite diversity, complexity, and to chemical substances and chemical changes on the full, deep understanding, and thus laid the foundation for modern chemistry. Mendelian genetic factor in the creation of their hypothesis in the process of drawing daltons atomic theory has knowledge model, we do not know. But he used the success of the principle of simplicity. He established the existence of genetic factors model pair and create a symbol system to express, to a limited type of an infinite combination of genes to explain the existence of limitless forms of life.

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The world today, science and technology are developing rapidly, increasingly fierce international competition, national power depends on the quality of workers. Improve the quality, we must attach importance to education, and education must advance with the times, adapt to the needs of the times. To this end, our biologists trying to change, make a landmark biology curriculum. “Standard” respect diversity of development needs students; close to social reality and life experience of students; reflect the new biological science and technology progress; great importance to developing their enterprising spirit and practical ability; emphasis on learning is an active construction of knowledge, capacity development, the correct attitudes and values of the process. Is combined with a comprehensive understanding of biology textbooks to enhance the understanding of the curriculum standards, promote the implementation of the relevant requirements.

A respect for the diverse development needs of students

Different students have different aspirations and orientation, so choose different subjects enrolled. High school biology compulsory and elective courses are divided into two parts. Compulsory module selection is the core of biological sciences, but also the most rapid development of modern biological science, the results of the most extensive, and social and personal areas of life most closely. Selection to help students from both micro and macro understanding the material and structure of living systems based on the development and changes of life systems as well as the interaction among components. Therefore, all required modules for improving the scientific literacy of high school students with an essential biological role. The elective module focuses on training students to design experiments, collect evidence, scientific inquiry ability; enhance students understanding of biotechnology applications; and introduced a number of important areas of modern biotechnology research focus, development trends and prospects, to open their horizons and enhance students in science and technology awareness. Therefore, the elective modules suitable for continuous learning science and engineering professional or interested in the biological sciences professional development of students.

2 to reflect the new biological science and technology progress

In the field of contemporary science and technology, biological science and technology developing rapidly, with noticeable results, has far-reaching. In particular, biological science and technology and information science technology is gradually integrated and demonstrated a strong economic power, has become a scientific development and technological revolution of the century mark. Biological science and technology not only affects people’s lives, social civilization and economic activities, but also a profound impact on people’s ideas, concepts and ways of thinking.

To meet the needs of the times, there have been major changes in textbooks, permeates many of the new progress in biological science and technology knowledge. For example, synthetic polio virus, assembly cells, channel protein, artificial kidney, enzyme engineering, stem cell research, somatic cell cloned mammal technology, DNA fingerprinting, the central dogma of progress, HGP, HPP, genetically modified organisms and Food, gene diagnosis and treatment, in-depth development of brain science, organ transplantation, monoclonal antibodies, synthetic hepatitis B vaccine, genetically engineered vaccines and so on. In this way, students broaden horizons of biotechnology, to stimulate students interest in learning, to attract a considerable number of students willing to study biological sciences and determined commitment to biological science.

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School-based curriculum development, is based on state educational policy school and educational goals, according to the school’s own educational philosophy, student needs analysis, based on community and school-based curriculum resources for teacher autonomy by schools curriculum development. School-based curriculum development both in national regulations of certain Session Coverage conducted Kaifa Nei, also school programs (including national programs and local programs) whole or in part to varying degrees and levels of development. According to the concept of biology curriculum and requirements, in line with the development of students as the center for students to actively learn, attention to the application of biological knowledge, and comprehensively improve the scientific quality of the students, promote independence, cooperation and explore ways of learning such as curriculum development ideas and China’s agricultural production practice, the author carried out in high school biology teaching in the “field of hope,” Curriculum Development and Practice.

1. Course Objectives:

1.1 Understanding of the current situation of agricultural development, understanding of agricultural development in China Deng Xiaoping pointed out that the idea: “the future of agriculture to the problem, ultimately resolved by the bio-engineering to rely on cutting-edge technology.”

1.2 The collection of recent newspapers, magazines and networks of biological disciplines related to agriculture and other media reports about photosynthesis, cross breeding, mutation breeding, genetic engineering in agriculture in the application and development prospects.

1.3 learn to use various means to obtain the required information through various channels, learn to organize and summarize information, to enhance students collect, analyze and utilize information capacity.

1.4 by Yuan Longping first three-line hybrid rice, two-line hybrid rice and cotton crops in the cultivation of China’s achievements, students feelings of patriotism, inspire national pride.

1.5 Development of biological subject knowledge, and tap their potential, students personal skills and solidarity, mutual aid and coordinated the spirit of cooperation, to improve their information exchange capabilities and language skills.

2. Curriculum

Curriculum
Knowledge
Collection of material
Curriculum resources

Measures to improve crop yields
Photosynthesis, respiration, water absorption and utilization of plant mineral nutrition, plant hormones, etc.
Greenhouse cultivation, biological questions, soilless culture, various measures of agricultural production (such as blue plastic film training Seedling material, the use of carbon dioxide generator, etc.) materials.
Biology Publications, biology teaching materials, biological questions, news, online resources, investigation of local agriculture

Hormone analogues on the application in agricultural production
Physiological role of growth hormone and the role of the characteristics of auxin
Improve the method of cutting survival rate, seedless tomato cultivation, principles and the use of herbicides and other materials.
Biological materials, surveys of local agriculture, Internet access and so on.

Genetics and Breeding
Nuclear inheritance, cytoplasmic inheritance laws and the relationship of such knowledge.
Lodging resistance of wheat, rice, “black farmers on the 5th,” beans, watermelon, octoploid triticale crops cultivation corresponding material.
Biological materials, biological questions, biological materials, press coverage, Internet access and so on.

Ecological Agriculture
Ecosystem structure, ecosystem stability, ecosystem energy flow of the purpose of such knowledge.
Specific examples of ecological agriculture (such as Ningbo Teng Tau Village, Daxing County, village and other materials to remain private).
Student Experiment (production ecology bottle), Ningbo Teng Tau visit, news, etc.

Genetic engineering and agricultural development
Cytoplasmic inheritance, genetic engineering, cell engineering and other knowledge
Rice, cotton, crop resistance, nitrogen-fixing crops, herbicide-resistant plants, iron-rich rice cultivation, “tomato and potato” hybrid plant materials such as crop cultivation
Biological publications, Internet access, etc., news, etc.

3. Hours arranged

Curriculum
Year
Courses in the reference time
35 hours (sophomore Middle School were 25,10 hours)

Measures to improve crop yields
Sophomore
And “biological metabolism” such as teaching content simultaneously or after the completion of this chapter to open course content
① 4 hours (once a week)

② weekend visit to three hours (Greenhouse) (half day)

Hormone analogues on the application in agricultural production
Sophomore
“Plant hormones” Upon completion of this section to open course content
① 2 hours (once a week)

② weekend to go out to visit three hours (half day)

Genetics and Breeding
Sophomore
And “the basic law of inheritance” such as teaching content simultaneously or after the completion of this section to open course content
① 4 hours (once a week)

② Weekend tours out three hours (half day)

Ecological Agriculture
Sophomore
“Ecosystem” is completed this section of open course content
① The discussion of a class

② weekend to go out to visit the nearby eco-village five hours (one day)

Genetic engineering and agricultural development
Middle School
Middle School teaching content and the corresponding simultaneous opening
① learn to five hours

② tours out five hours (one day)

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High school biology teaching goal is to develop a medium-quality biological science of ethics, intellect, physique, labor, knowledge, feelings, sex, traveling round development. To achieve the goal of teaching high school biology, biology teaching in secondary schools, biology classes set up in addition to the provisions of the National Curriculum “biological,” the official curriculum that is dominant courses, also must pay attention to hidden curriculum (formal courses) and the dominant combination of courses so that students in traditional beliefs, values and moral behavior and so influenced by the subtle influence of education. In this paper, high school biology some of the hidden curriculum in order to better serve the teaching service.

Analysis of secondary school biology courses

According to the provisions of the curriculum in secondary schools high school biology courses offered include biology courses (junior high school botany, zoology, high school biology), and secondary school physiology courses, they are collectively referred to as “biological” is the explicit curriculum of these courses . Dominant program can pass the exam, examining student performance drawn to the achievement of teaching objectives feedback; but in high school biology teaching, the students only to master the basics of biology, basic skills and basic abilities of the “three basic teaching” Biology teaching is still not achieve the goal, students must promote moral, physical, U.S., work integrated education and knowledge, feelings, sex, line of harmonious development, the hidden curriculum is essential, indispensable. It runs through the whole teaching, support, complement dominant course, subtly influenced by education on middle school students, middle school biology teaching to achieve common goals.

Secondary school biology course content and objectives of hidden

Secondary school biology curriculum include the hidden ideological, political, ethical, quality, emotion, will, behavior and habits so.

A scientific world outlook, the revolutionary outlook on life, the correct values

World view is the people’s fundamental views, which determines what kind of life that people take their own to deal with what society values. Students are gradually outlook period, so that they know of materialism and dialectics, and guide them to overcome the subjective one-sidedness, not only conducive to their learning and work to correct understanding of the biological variety of things, phenomena and laws, but also to promote scientific world view formation.

Scientific world view is the objective understanding of things, dialectical understanding of the development of historical understanding of the driving force of social development, relentless pursuit of truth. Revolutionary outlook on life is to ask each person must have self-esteem, self-confidence, self-reliance, self-discipline and positive attitude towards life, the pursuit of noble, cherish life, foster the idea of serving the people of the community. The correct values that the value of life is to create and dedication, can not be measured in monetary terms. Biology is the study of life phenomena and the scientific laws of life activities, not only have strong professional knowledge and skilled practical skills, as well as rigorous knowledge and skills of excellence dedicated attitude also important is also essential to establish biological worker requirements scientific world view, the revolutionary outlook on life and correct values, to love their profession, realize that they are engaged in work on the social value of dedication. Only way to work in the ordinary to do extraordinary deeds in the past. Scientific world view, the revolutionary outlook on life and correct values of the training is an important aspect of biology teaching.