华东师范大学硕士专业学位论文 Abstract With the advancement of a new round of basic education curriculum reform, school-based curriculum development has been further emphasized.The"General High School Biology Curriculum Standards(2017 Edition)"also gives suggestions for the establishment of multiple topic selection modules for high school biology elective courses.Brain science,as an emerging discipline that developed rapidly in the 20th century,has made certain research progress in the fields of brain activity laws and other fields,which has promoted human's in-depth understanding of the brain.Knowing the structure and activity rules of the human brain will help students understand the importance of the brain,and learn to protect and develop the brain scientifically thereby promoting the physical and mental healthy development.However,brain science education in senior high schools in China is still at its initial stage,and there is still a lack of relevant curriculum development and research.Therefore,this research aims to develop a high school biology curriculum based on brain science,so as to promote students to scientifically understand,protect and develop the brain,and realize the cultivation of the core competencies of biology. This research includes five stages:theoretical research,development. curriculum implementation,curriculum evaluation,and summarization and reflection. First of all,the research status f m deveoment,high schoo biology school-based curriculum development and brain science curriculum at home and abroad is reviewed,which lays a theoretical foundation for this research.Then, based on the analysis of school and students'needs,the curriculum objectives, curriculum content,teaching and evaluation plans are determined,and the curriculum content is carried out based on the basic principle of"from structure to function". Relevant materials for curriculum development is organized and formed,including curriculum handout,teaching plans,multimedia courseware,curriculum test papers, questionnaires and evaluation scales,etc.So far,the development of the high school (C)94-2022China Academie Joural Eleetronic Publishing House.All rights reserved.http://www.enki.net
华东师范大学硕士专业学位论文 II Abstract With the advancement of a new round of basic education curriculum reform, school-based curriculum development has been further emphasized. The "General High School Biology Curriculum Standards (2017 Edition)" also gives suggestions for the establishment of multiple topic selection modules for high school biology elective courses. Brain science, as an emerging discipline that developed rapidly in the 20th century, has made certain research progress in the fields of brain activity laws and other fields, which has promoted human's in-depth understanding of the brain. Knowing the structure and activity rules of the human brain will help students understand the importance of the brain, and learn to protect and develop the brain scientifically thereby promoting the physical and mental healthy development. However, brain science education in senior high schools in China is still at its initial stage, and there is still a lack of relevant curriculum development and research. Therefore, this research aims to develop a high school biology curriculum based on brain science, so as to promote students to scientifically understand, protect and develop the brain, and realize the cultivation of the core competencies of biology. This research includes five stages: theoretical research, curriculum development, curriculum implementation, curriculum evaluation, and summarization and reflection. First of all, the research status of school-based curriculum development, high school biology school-based curriculum development and brain science curriculum at home and abroad is reviewed, which lays a theoretical foundation for this research. Then, based on the analysis of school and students' needs, the curriculum objectives, curriculum content, teaching and evaluation plans are determined, and the curriculum content is carried out based on the basic principle of "from structure to function". Relevant materials for curriculum development is organized and formed, including curriculum handout, teaching plans, multimedia courseware, curriculum test papers, questionnaires and evaluation scales, etc. So far, the development of the high school
华东师范大学硕士专业学位论文 biology school curriculum development of "Explore the Mysterious Brain"is completed.Finally,taking the freshman of Shanghai T School as the teaching objects, a one-semester teaching practice iscarried out,and the students academic performance and the course itself were evaluated by means of tests,questionnaires and interviews, so as to check the effectiveness of school-based curriculum development and implementation.Besides,recommendations for further improvement and refinement of the curriculum is provided. The research results show that the implementation of the school-based curriculum in this school has a good effect and has a positive impact on students,which is mainly reflected in:there is a significant difference in the knowledge test scores of students before and after the course (p5);students have a positive attitude towards the teaching methods and content of this course;students'interest in brain science has increased.Therefore,this study has developed a school-based curriculum for brain science with certain feasibility and effectiveness,which can provide some reference for the other similar school-based development and teaching practice Keywords:[High School Biology][School-based Curriculum Development][Brain Science][Curriculum Standards][Core Literacy] (C)1994-2022 China Academie Joumal Electronic Publishing House.All rights reserved.http://www.enki.net
华东师范大学硕士专业学位论文 III biology school curriculum development of "Explore the Mysterious Brain" is completed. Finally, taking the freshman of Shanghai T School as the teaching objects, a one-semester teaching practice is carried out, and the students' academic performance and the course itself were evaluated by means of tests, questionnaires and interviews, so as to check the effectiveness of school-based curriculum development and implementation. Besides, recommendations for further improvement and refinement of the curriculum is provided. The research results show that the implementation of the school-based curriculum in this school has a good effect and has a positive impact on students, which is mainly reflected in: there is a significant difference in the knowledge test scores of students before and after the course (p＜0.05) ; students have a positive attitude towards the teaching methods and content of this course; students' interest in brain science has increased. Therefore, this study has developed a school-based curriculum for brain science with certain feasibility and effectiveness, which can provide some reference for the other similar school-based curriculum development and teaching practice. Keywords: [High School Biology][School-based Curriculum Development][Brain Science][Curriculum Standards][Core Literacy]
华东师范大学硕士专业学位论文 目录 摘要 Abstract. 第一章绪论 第一节研究背景 1 一、顺应课程改革的发展趋势 二、符合学生身心的发展需求 2 三、契合课程标准的开设建议 2 第二节研究意义。 一、理论意义 二、实践意义 .3 第三节研究目标与内容 一、研究目标 二、研究内容 第四节研究思路与方法 一、研究思路 二、研究方法 第二章文献综述 .6 第一节相关概念界定 一、校本课程开发 6 二、脑科学等概念 第二节研究综述 一、校本课程开发 二、高中生物学校本课程开发 12 三、脑科学课程 13 第三节校本课程开发理论基础 15 一、课程开发模式 15 二、建构主义学习理论 17 第三章“探索脑的奥秘校本课程开发. 18 (C)1994-2022 China Academie Joumal Electronic Publishing House.All rights reserved.http://www.enki.net
华东师范大学硕士专业学位论文 IV 目录 摘要. I Abstract.II 第一章 绪论.1 第一节 研究背景.1 一、顺应课程改革的发展趋势.1 二、符合学生身心的发展需求.2 三、契合课程标准的开设建议.2 第二节 研究意义.3 一、理论意义.3 二、实践意义.3 第三节 研究目标与内容.3 一、研究目标.3 二、研究内容.4 第四节 研究思路与方法.4 一、研究思路.4 二、研究方法.5 第二章 文献综述 .6 第一节 相关概念界定.6 一、校本课程开发.6 二、脑科学等概念.7 第二节 研究综述.8 一、校本课程开发.8 二、高中生物学校本课程开发.12 三、脑科学课程.13 第三节 校本课程开发理论基础.15 一、课程开发模式.15 二、建构主义学习理论.17 第三章 “探索‘脑’的奥秘”校本课程开发.18
华东师范大学硕士专业学位论文 第一节课程开发思路 18 第二节前端分析 19 一、学校环境分析。 19 二、学生需求分析 21 第三节课程目标制定 29 一、目标制定依据 29 二、课程总目标 30 第四节课程内容选择与组织。 31 一、内容选择原则 31 二、课程内容组织 三、课程讲义编写 37 第五节教学策略与方法选择 42 一、案例教学法。 42 二、建模教学法 .42 三、直观演示法 .42 四、小组合作学习法 42 五、讲授法 43 第四章“探索脑的奥秘”校本课程实施 44 第一节课程实施方案 .44 第二节课程实施原则， .44 一、学生本位原则 .44 二、启发性原则 44 三、循序渐进原则 45 第三节课程实施案例。 45 一、案例一捧在手心的脑(2课时) 45 二、案例二追寻记忆的痕迹—学习与记忆(1课时) 54 第五章“探索脑的奥秘校本课程评价 .62 第一节学生学业评价 62 一、学生学业评价方案制定依据 62 (C)1994-2022 China Academie Joumal Electronic Publishing House.All rights reserved.http://www.enki.net
华东师范大学硕士专业学位论文 V 第一节 课程开发思路.18 第二节 前端分析.19 一、学校环境分析.19 二、学生需求分析.21 第三节 课程目标制定.29 一、目标制定依据.29 二、课程总目标.30 第四节 课程内容选择与组织.31 一、内容选择原则.31 二、课程内容组织.33 三、课程讲义编写.37 第五节 教学策略与方法选择.42 一、案例教学法.42 二、建模教学法.42 三、直观演示法.42 四、小组合作学习法.42 五、讲授法.43 第四章 “探索‘脑’的奥秘”校本课程实施.44 第一节 课程实施方案.44 第二节 课程实施原则.44 一、学生本位原则.44 二、启发性原则.44 三、循序渐进原则.45 第三节 课程实施案例.45 一、案例一 捧在手心的脑（2 课时）.45 二、案例二 追寻记忆的痕迹——学习与记忆（1 课时）.54 第五章 “探索‘脑’的奥秘”校本课程评价.62 第一节 学生学业评价.62 一、学生学业评价方案制定依据.62
华东师范大学硕士专业学位论文 二、学生学业评价方案制定 63 三、学生学业评价结果及分析 64 第二节课程自身评价。 .67 一、课程自身评价方案制定 67 二、课程自身评价结果及分析。 68 第六章研究总结 79 第一节研究结论. 79 一、开发出一门基于脑科学的高中生物学校本课程 79 二、课程实施效果良好，对学生产生了积极影响， 79 三、促进了教师的专业成长与发展 80 四、丰富了生物学校本课程开发类型 .80 第二节研究反思 81 一、样本数量有限，课程评价存在局限性 .81 二、课程开发过程缺少及时修订、专家参与 81 三、课程容量过大，课程难度整体偏高 .81 三、活动开展欠佳，课程实施有待改进 81 第三节研究建议 .82 一、课程开发过程 82 二、课程实施过程」 82 参考文献 85 附录 88 附录1学生需求调查问卷 .88 附录2课程讲义（节选） 89 附录3课程测试卷 93 附录4小组互评量表 94 附录5高中生物学校本课程方案评价量表， 95 附录6课程实施调查问卷 .96 附录7学生课程评价访谈提纲 .97 致谢 98 C)1994-2022 China Academie Joumal Electronic Publishing House.All rights reserved.http://www.enki.net
华东师范大学硕士专业学位论文 VI 二、学生学业评价方案制定.63 三、学生学业评价结果及分析.64 第二节 课程自身评价.67 一、课程自身评价方案制定.67 二、课程自身评价结果及分析.68 第六章 研究总结 .79 第一节 研究结论.79 一、开发出一门基于脑科学的高中生物学校本课程.79 二、课程实施效果良好，对学生产生了积极影响.79 三、促进了教师的专业成长与发展.80 四、丰富了生物学校本课程开发类型.80 第二节 研究反思.81 一、样本数量有限，课程评价存在局限性.81 二、课程开发过程缺少及时修订、专家参与.81 三、课程容量过大，课程难度整体偏高.81 三、活动开展欠佳，课程实施有待改进.81 第三节 研究建议.82 一、课程开发过程.82 二、课程实施过程.82 参考文献.85 附录.88 附录 1 学生需求调查问卷.88 附录 2 课程讲义（节选）.89 附录 3 课程测试卷.93 附录 4 小组互评量表.94 附录 5 高中生物学校本课程方案评价量表.95 附录 6 课程实施调查问卷.96 附录 7 学生课程评价访谈提纲.97 致谢.98