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随着农村经济体制改革的不断深入,生物学教学与农副业生产之间的矛盾愈来愈突出,主要表现为:①教材的相对稳定性与种养生产结构的多变性;②校园空地缩小与校外个人经营用地增加;③教育的迟效性、学科教学的局限性与产业结构多变性,需要通才的紧迫性.为此,从1991年起,我组开展了以“三化”建设为中心的农村初中生物学教学为当地经济建设服务的研究工作.所谓“三化”是指
With the continuous deepening of the reform of the rural economic system, the contradiction between biology teaching and agricultural and sideline production has become more and more prominent. The main manifestations are: 1 The relative stability of teaching materials and the variability of the structure of planting production; 2 The shrinking of campus space and There is an increase in the number of personal management sites outside the school; 3 The delay in education, the limitations of subject teaching, and the variability of the industrial structure require the urgency of generalists. For this reason, since 1991, our group has carried out the construction of “three changes” as the center. The teaching of rural junior high school biology serves the work of local economic construction. The so-called “three-ization” refers to