| Since reform and opening up, China’s middle school biology curriculum has had continuous improvement and development, and biology education has achieved significant results:curriculum objectives have gradually changed with the times, teaching contents have constantly updated, curriculum structure and content system have adjusted constantly; experimental teaching has continuously strengthened; the research of teaching methods has gone deeper; the quality of teaching has continuously improved; the reform of textbook diversification also has made encouraging progress. As one of the most important curriculum resources, the textbook has always been one of the focal point in the curriculum and teaching and research. At the same time, the textbook is a multi-mirror to observe the social, and is a social ideal sustenance where. As an important part of the textlook, the column is conducive to teaching and is the important medium for people to know the textbook, and at the same time it is also the carrier of curriculum concept, its form, content and so on reflect the educational philosophy of the deep-seated. The high school biology textbooks which carrying the educational philosophy also constantly chang following the conduct of the curriculum reform, and their contents, structures, the ways of pr-esentation and so on change as well. The study on columns’historical changes of Chinese high school biology textbooks, is actually studying the biology education development and progress in China yesterday and today from one side.This article outlines the background and current situation of the curriculum refo-rm at home and abroad as well as the development of domestic and international mi-ddle school biology textbooks. After the summary of previous studies’ results, it pr-esents the lack of existing research in three areas, which determines the content and significance of this research. The research objects are column setting in series high school biology textbooks (37) since1978, and the textbooks are divided into two stages before the new curriculum reform and new curriculum reform period. This research uses historical documents, comparison and statistical analysis of three research methods.First, this research sorts the column setting (including the year, version, kind, na-me, type, form, content, location, amount, etc.) in high school biology textbooks according to stage sorting. It makse a statistics, comparison and analysis to the column setting in high school biology textbooks in accordance with the overall columns and concrete columns, and summarizes the characteristics of column setting in each stage of high school biology textbooks. The characteristics of column setting before the new curriculum reform:columns are few;-based review questions, the type is beginning to show diversification; increasing the active tab of the experiments; gradual increase in the information section, content close to life. The characteristics of column setting in the period of new curriculum reform:columns’ kinds, forms and amounts are in larger quantities; various forms of exercise part with stronger open and moderate difficulty; active part which focusing on capacity and thinking is rich and diverse; information part which focusing on the disciplines and technology development is in various forms, and close to life and society.Secondly, this research discusses the deep meaning embedded (including the ed-ucational value orientation, teaching psychology, teaching methods and revelation of teaching) in column setting and its characteristics of each stage of high school biology textbooks. The high school biology textbooks before the new curriculum reform with the centers of subject and knowledge are dull, boring and less interesting, it is difficult to mobilize the students’ interests and is more difficult to adapt to the characteristics of students; mainly instructing of indoctrination and injection; column can help teaching in some aspects]. The high school biology textbooks in the period of new curriculum reform give consideration to knowledge, students and society; content is rich, comprehensive, full of fun and flavor of life with various forms, and it’s easy to mobilize the interest and enthusiasm of the students to learn, so it adapts to the characteristics of the student’s age and their cognitive characteristics; sparkplug heuristic, inquiry, and discussion of teaching; column contributes to teaching.Then this research contacts the column setting and its characteristics of high sc-hool biology textbooks in two stages as well as the column amount’s difference of30years’high school biology textbooks, cards the30years’change course of high school biology textbooks’column setting, and summarizes the change’s laws of high school biology textbooks’column setting:kinds and quantity is increasing, the gradual diversification of the form; the gradual diversification of the exercises part with the content from consolidation and texting of the pure theory to adding the knowledge of attitude and concept (especially the hot social issues), difficulty gradually stratification, the answer openness is increasing; experiment and inquiry’s form and content grows, and it develops students’ scientific inquiry ability to improve their biological and scientific literacy by multi-angle, multi-dimensional; the content of extracurricular reading part with the gradual diversification of forms is richer.Finally, this research discusses various influencing factors of the society and politics, cultural changes (including the development of biological science and technology, medicine and health, human and natural) and foreign educational thought (including the new subject ideological trend, STS education, constructivist theory, the theory of meaningful learning) on column setting of high school biology textbooks. |
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