The development of a new high school biology curriculum framework using many research fields' human resource

利用多研究领域人力资源开发高中生物新课程框架

• 批准号: 13680198
• 负责人: TANZAWA Tetsuro
• 金额: $ 1.73万
• 依托单位: Shizuoka University
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for Scientific Research (C)
• 财政年份: 2001
• 资助国家: 日本
• 起止时间: 2001 至 2003
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-13680198/
• 关键词: High School Biology; Curriculum; Qualitative Research; Modern Biology; 高校生物; フレームワーク; 科学者; 現代生物科学

The development of a new high school biology curriculum framework was tried, by analyzing the order of learning contents in Japanese high school biology syllabi published after the 1960's and in American high school biology textbooks, and examining the order and contents which are needed to include and eliminate fearlessly, based on the interview to scientists, science educators, and high school biology teachers.As a result, it was suggested that the framework of Japanese high school biology curriculum was not changed basically, and it's time to rethink about the new framework. In this study, the following new framework was proposed.Unit 1.The Characteristics of Biology : Unity and Diversity (evolution and systematics, allocation time:1/10)Unit 2.Continuity of the Life : Change and Continuity (genetics and developmental biology,4/10)Unit 3.Interrelationship of Life : Energy and System (photosynthesis, respiration, and ecosystem,3/10)Unit 4.Interrelationship of Living Things and their environment : Homeostasis (response of animals and plants to their environment,2/10)The characteristics of this framework are a) to assume high school biology which "all students" learn, b) to adopt biology-related social issues as a learning context, while using modern biological research and knowledge system as curriculum organizers, c) to try to add new learning contents and eliminate several old ones, without being constricted by the old framework, and d) to change the usual time allocation ratio to learning contents.

在对科学家、科学教育工作者和高中生物教师进行访谈的基础上，通过分析1960年代《S》之后出版的日本高中生物课程大纲和美国高中生物教科书中的学习内容顺序，以及需要大胆收录和剔除的顺序和内容，尝试开发新的高中生物课程框架。因此，建议日本高中生物课程框架没有根本改变，是时候重新思考新框架了。在这项研究中，提出了如下新的框架：生物学特征：统一性和多样性(进化和系统学，分配时间：1/10)单元2.生命的连续性：变化和连续性(遗传学和发育生物学，4/10)单元3.生命的相互关系：能量和系统(光合作用、呼吸和生态系统，3/10)单元4.生物与其环境的相互关系：动植物对环境的反应，2/10)这个框架的特点是：a)承担“所有学生”学习的高中生物，B)采用与生物相关的社会问题作为学习情境，同时以现代生物学研究和知识体系作为课程组织者；c)尝试增加新的学习内容，删除几个旧的内容，而不受旧框架的限制；d)改变通常的时间分配比例与学习内容。