A Comparative Study Of The Three Versions Of Junior High School Students(Grade Seven) In 2012 Textbooks

The curriculum standard is an important curriculum document, which is the main basis of the teaching of education and the compilation of textbooks. The teaching material is the concrete of the curriculum standard, it is the main text course resources. This paper is mainly on the basis of the "Compulsory Education Biology Curriculum Standard(2011 Edition)" revision of three sets of 2012 people teach edition, Beijing Normal University Edition, Su taught version of biology textbooks in seventh grade content are compared and analyzed, induction 2012 edition of three sets of biological materials is in accordance with the 2011 edition of "standard" curriculum, similarities and differences in the comparison of textbooks, for educators to use teaching materials, understanding of materials, use of materials provide a basis, for educational and teaching activities smoothly provide protection. This study is in reading a lot of documents based on, using the comparative research method from different angles of three sets of seventh grade biology textbook structure system, content knowledge, inquiry contents, experiment content, after-school practice, textbook illustrations, important concepts and aspects of the analysis and the induction. The full text of the basic education at home and abroad in the course of the development of biological textbooks, "Compulsory Education Biology Curriculum Standards(2011 Edition)" the main changes and the 2012 edition of the overall situation of the three sets of teaching materials and so on. In addition, through the three sets of textbooks after comparison and analysis, it is concluded that the following results: three sets of textbooks to fulfil curriculum course requirements, reduce the difficulty of the knowledge, strengthens the concept teaching and inquiry learning, enrich the teaching material column and layout, increase the after-school exercise. Through the summary of the following conclusions: adhere to the coexistence of various versions; the implementation of small class teaching; to avoid one-sided pursuit of active classroom atmosphere, focus on the effectiveness of cooperative learning; teachers should properly control the teaching materials. Finally put forward some suggestions: teachers make full use of textbooks to improve students’ personalized development, the importance of the teaching of conception; according to the students’ cognitive thinking characteristics and the law of development, rational organization of teaching content; with a diverse and lively presentation, fully excavate the educational function of textbooks; increase teachers, alleviate the teacher’s pressure, improve teaching quality; improve the effectiveness of teacher training, improve teachers’ autonomous learning enthusiasm.