Comparative Study Of PEP High School Biology Textbooks And Cambridge High School Biology Textbooks

Textbook is one of the directions for learning which is an effective way for students to direct and continuous access to information. Textbooks are very important as a medium of teaching, which occupies a central position in education. The differences and their own characteristics can be found by comparing different textbooks, which was good to absorb the advantages form developed countries and regions and improve the quality of their education.This paper mainly through the literature and comparative study of the British Cambridge high school biology textbooks and the China version of the high school biology textbook for comparison. From the teaching content system, teaching materials, teaching style, after-school exercises, exercises at the end of the chapter set the same content and exercises the same content display methods were compared and studied by comparison, select a more detailed version of high school biology teaching content teaching, the Cambridge senior high school biology textbook selection is more close to the university textbook; textbook the style from the comparison results showed that the arrangement on the chain of PEP materials, help students better grasp of the material, through the introduction to the final chapter at the end of self detection, has been on a theme; the British Cambridge high school biology textbooks is before learning, first set out the key, let the students have a further study. After the exercises of the exercises and the same contents, the teaching edition of the textbooks is more and more objective questions, and the problem of Cambridge biology textbooks is presented in the subjective problem.Based on comparative analysis of the above aspects, and finally come to the following conclusions: 1. The PEP high school biology textbooks of our country should be increased the breadth and depth appropriately on the content of materials selection; 2. The order presence of the PEP high school biology textbooks in our country were unreasonable in the layout; 3, The exercises setting of PEP high school biology textbooks of our country was aimed at subjective questions. Based on the above conclusions, we recommended to improving the process of revision writing style of textbooks and adjusting the order of teaching materials. At the same time, we proposed the teachers can utilize materials to make the textbooks more suitable for the teaching work.