On The Content Of Biology Textbook In Senior High School

The second version of the PEP edition of biology textbooks for high schools have beenpublished for some time and they have been used for more than10years. But there are stillsome problems in them that confuse the teachers and studentts.The author， through questionnaire investigation， preliminary got the confusionfrom the teachers and students who use the books，which mainly concentrates on somemicroscopic content in the textbooks, that is, details on the rendering of knowledge. Forexample，some definitions and processes are inaccurate; some definitions are so simple thatthey cannot be relied on to define its connotation and denotation when used to do relativeexercises; and some knowledge and technical processes are out of date as time goes by, andso on. At the same time, through literature study and according to the related textbooksand reference books，periodicals, papers and so on for university students, the authorcarried out some deep research on the problems in the PEP edition of biology textbooks forhigh school（sBook3，compulsory and Book3，optional）. It mainly involves some detailsof precision, the depth and breadth of knowledge and some extension of the tacit knowledgein the textbooks.This thesis is divided into six chapters. The first chapter contains the reason,significance of the research and the method as well as the literature review. The third，fourth and fifth chapters are the main body of this article. Details of problems in Book3，compulsory and Book3，optional are discussed. In each chapter, the author would use somereferences to solve and record all the problems we meet in the textbooks and drawconclusions. Every problem involves three parts: problems, discussion and conclusion. Thediscussion part involves the related content from university teaching materials andEnglish-Chinese dictionary, comparisons from different versions of teaching materials, andsome other research about the problem. Through the different aspects of data collection, theauthor gives her own views.Studies have found that to analyze and sift the teaching material content，even themicro content is also a huge task. The person needs rich experience in teaching and profoundknowledge reserve, adequate sources of information, enough thinking time. At the sametime, to really clear the obstacles in the process of teaching and learning between theteachers and students, test writers also need to update old questions. In collective lessonpreparation teachers can filter the questions in time, put some knowledge as supplement andcorrect the wrong ones. More teachers should not only be teachers but also researchers.