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

本研究通过对科学家、科学教育工作者和高中生物教师的访谈，分析了20世纪60年代以后出版的日本高中生物教学大纲和美国高中生物教科书中学习内容的顺序，并考察了需要大胆地纳入和删除的顺序和内容，尝试开发一种新的高中生物课程框架。认为日本高中生物课程的框架基本没有改变，应该重新思考新的框架。本研究提出了以下新的研究框架：第一单元生物学的特征：统一性与多样性（进化与系统学，分配时间：1/10）第二单元生命的延续：变化与延续（遗传学与发育生物学，4/10）第三单元生命的相互关系：能量与系统（光合作用、呼吸作用和生态系统，3/10）第4单元生物与环境的相互关系：稳态（动植物对环境的反应，2/10）这个框架的特点是a）假设“所有学生”学习的高中生物学，B）采用生物学相关的社会问题作为学习背景，在以现代生物学研究和知识体系为课程组织者的同时，尽量增加新的学习内容，淘汰一些旧的学习内容，而不受旧的框架的约束;改变通常的时间分配比例。

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.