农村中学《生物实用技术》校本课程开发的实验研究
摘要
在世纪之交，我国召开了第三届全国教育工作会议，颁布了《中共中央国务院关于深化教育改革全面推进素质教育的决定》，吹响了我国新一轮的基础教育改革的号角，为新世纪我国教育改革举行了很好的奠基礼。这次教育改革的核心是课程改革，要“调整和改革课程体系、结构、内容，建立新的基础教育课程体系，试行国家课程、地方课程和学校课程”。三级课程的确立和实行，既体现了国家对学生的基本要求，又增强了课程的灵活性，为各地发展留有时间和空间，以适应不同地区的经济、文化发展需要，体现了一定程度的弹性。尤其是校本课程的出现，可以使学校真正拥有选择的余地，使学校能够更好地体现办学特色。因此校本课程开发成为了基础教育改革的一个热点，也是农村中学摆脱“应试教育”的束缚，增强学校的吸引力，提高普九巩固率的一个突破口。但由于我国长期以来缺乏校本课程开发传统，学校及教师的课程开发能力普遍薄弱，特别是农村学校经验不足，这已成为课程开发的瓶颈。
本文主要研究的是如何构建农村“生物实用技”校本课程开发的模式，立足农村学校现有的条件，开发出适合学生需要、农村需要的生物校本课程，我们通过成立组织机构，加强对课题组教师的培训、调查摸底、分析现状、制定方案、拟定课程开发目标、编制课程类别、认真组织实施、及时评价反馈等步骤，开发出了一系列的“生物实用技术”校本课程，明确了生物学校本课程开发的基本原则、主要途径、实施方式、评价的基本原则和基本方式，所开展的“生物实用技术”校本课程深受同学们的欢迎。
经过三年的实验研究，我们不仅初步摸索出了适合农村中学生物校本课程开发的模式，而且增强了教师的科研意识和团队精神，提高了教师的综合素质，同时，通过校本课程的学习，学生的动手能力、创新能力得到明显提到，在一定程度上转变了学生、家长的“读书无用论”的思想，进一步巩固了普九成果。
关键词：课程、校本课程、校本课程开发
The Experimental Rearch of school-bad curriculum development “Biological Practical Technology” for Rural Middle School
Abstract
At the crossing of the 20th century and the 21st century, our country hold the third meeting about the national education work and clecreed“ The Decision of Deepening the Educational Reforn And Impelting Quality Education Thoroughly which is made by the CPC central State Councu”, which meaned a new start of national primary educatiomal reform and also t up a very good fundation for the educational reform
of our country in the new century. The main intention of the reform is the curriculum reform, the goal
扬起风帆
of which is “to adjust and reform the system, structure and content of the curriculum in order to t up new primary educational curriculum system and try out the national curriculum local curriculum and school-bad curriculum. The establishment and practice of the third class curriculum not only embody the basic requirement of our country towards students but also increa the mobility of the curriculum, which have left time and space for the development of different areas so as to adapt to the need of economic and cultural progress in tho places. Especically the appearance of the school-bad curriculum let schools really have the option and thus they can reprent the features of operating schools better. Therefore, the school-bad curriculum development becomes a hot point of primary educationai reform ,which is also a hole of casting off the chains of “studying for exams ”, increasing the attraction of schools and enhancing the stableness rate of “generalizing the nine-year compulsory education”. However , becau our country has been lacking of the tradition of developing scenario curriculum , the ability of development
of both schools and teachers is very feeble and especially schools in rural areas are lacking of experience, which has been a bottleneck of the curriculum development .
This paper mainly study how to design the mode of developing the school-bad curriculum of rural“ Biological Practical Technology” in order to work out the biological school-bad curriculum which ca
n fulfill the need of both rural areas and students under the prent condition of rural schools. Through tting up relevant organizations, we strengthen to train the teachers working on this subject, do surveys, analy prent situation, make plans, study out the goal of curriculum development, classify the curriculum types, organize to put them into practice and evaluate and make feedback in time and have worked out a ries of school-bad curriculum of “ Biological practical Technology”, which has crystallized the esntial principles ,primary ways, methods of practice and the esntial principles and basic ways of evaluation of the development of biological school-bad curriculum . And the school-bad curriculum of “Biological Practical Technology” that we are developing is very popular with students.南京名吃
Through the three-year experimental rearch, we have not only worked out the mode which is adequate for the biological school-bad curriculum development of rural schools but also strengthened the consciousness of scientific rearch and the spirit of team work of teachers and enhanced their integrated quality .And at the same time , by learning the school-bad curriculum , students’ ability of practicing and innovating has improved obviously and in some ways, it has changed the viewpoint of “study is uless” of students and their parents and has solidified the achievement of “generalizing the nine-year compulsory education”
消防救援队伍
Key Words: curriculum; school-bad curriculum; school-bad curriculum development
独创性声明
本人声明所呈交的论文是我个人在导师指导下（或我个人……）进行的研究工作及取得的研究成果。尽我所知，除了文中特别加以标注和致谢的地方外，论文中不包含其他人已经发表或撰写过的研究成果，也不包含为获得广西师范大学或其他教育机构的学位或证书而使用过的材料。与我一同工作的对本研究所做的任何贡献均已在论文中作了明确的说明并表示了谢意。
签名：杨凯日期：2006.8.31
单开头的成语
关于论文使用授权的说明
本人完全了解广西师范大学有关保留、使用学位论文的规定，即学校保留送交论文的复印件，允许论文被查阅和借阅；学校可以公布论文的全部或部分内容，可以采用影印、缩印或其他复印手段保存论文。
签名：杨凯导师签名：日期：2006.8.31
农村中学“生物实用技术”校本课程开发的实验研究
一、研究课题由来
机不可失时不再来的意思我校是一所地处城乡结合部的农村初中，每年只有30~40%学生能升入高中，大部分学生毕业后都要回乡务农。这些学生由于在校所学知识与农村实际需要距离较远，出来后“种田不如老子，养猪不如嫂子”，既缺乏建设农村的思想准备，又缺乏建设农村的从业知识和技能，很难适应农村产业结构调整和增产增收的需要。致使在家长和学生中产生新的读书无用论，严重地影响了我校的普九巩固率和教育教学质量。学生不满意、家长不满意、社会不满意。增肌减脂
产生问题的原因何在？如何解决？我们不断地反思、探求，但都未能找到很好的解决办法。1996年第三届全国教育工作会议在北京胜利召开，颁布了《中共中央国务院关于深化教育改革全面推进素质教育的决定》，掀起了新一轮教育改革浪潮。这一轮新的教育改革以课程改革为核心，带来了新的理念，打开了我们的思路。
长期以来，我们农村中学和其他学校一样，所执行的是高度统一的国家课程。这种单一的国家课程不可能解决各地遇到的课程问题，不仅适应性差，也很难发挥地方、学校独特的优势，难以调动学校办学积极性。而且，课程结构过于强调学科本位，课程内容远离学生实际生活经验，强调系统性、理论性，缺乏操作性、实用性，对学生吸引力不大，特别是农村学生，容易产生陌生感和自卑感，进而厌学、辍学。同时，这些课程内容也无法满足学校特色的发展需要。
用粘土做玫瑰花
玉米的品种
因此，新的课程改革在课程结构安排上很重视均衡性、综合性和选择性，淡化学科界限，强调学科间的联系与综合，设置了综合课程和综合实践活动课程；在课程内容上重视与学生的经验结合在一起；在课程管理上改变过去集中的状况，实行国家、地方、学校三级课程管理制度。这些改革，增强了课程的灵活性、适应性，为各校根据学校实际开发校本课程提供了条件。农村学校应抓出这一机遇，认真按照《国务院关于进一步加强农村教育工作的决定》精神，坚持为“三农”服务的方向，实行“农科教结合”和“三教统筹”，整合教育资源，突出农村特色，以校本课程开发为突破口，结合地域农业发展状况及学校生物课教学特
