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)