The Comparative And Analytical Investigation Of Chinese And American Textbooks Based On Biological Experiments

Biology is a discipline based on experiments.The biological experiment in teaching not only deepening students' understanding of scientific knowledge,but support the most important way of culturing scientific method,spirit,attitude and value.And so as to achieve the purpose of improving the scientific literacy.With the improving of society education reforms keep on doing,all of countries put the education reform on the key position to promote national economy development and the progress of science and technology.As the same time,they also think good citizen's scientific literacy is the basic purpose of curriculum reform.The United States is powerful on education on the world,which has the more advanced education concept and has an important impact on the development of the world's biological education every reforming.So,it is always benefit from comparative analysis five aspects,like the contents,experiment number and distribution,materials between China and the USA.From this method,it is benefit to providing idea for the improvement of the experiment contents in our junior high school biology textbooks with international vision.In this paper uses a series of methods,containing literature research,comparative study,statistical analysis,text analysis to compared and analyzed the experiments in the biology textbooks in junior middle school between the United States and China from five aspects talked above.I present the results and conclude it below with additional questionnaire survey about students and teachers views on present experiments:1.The content of book in USA pays more attention to humanization,which including“Contents in Brief ? Table of Contents?Inquiry?Features”four kinds of table of contents,is very detailed.However,Textbooks in our country is only one table of contents,and only lists the textbook of unit name,the name of the chapter,the name of section,and the extracurricular supplementary.2.Both countries focus on improving students' hands-on skills by a large number of experiments.However,the experiments on American textbooks are distributed in every chapter and showed some of regularity.Our country is not.3.The experimental materials are widely selected and are close to life in both countries.But Chinese textbooks are more likely to be done by experimental apparatus,while the US is biased toward daily supplies.The former emphasizes the cultivation of students' professionalism,while the latter focuses on the students' understanding and mastery of knowledge rather than the training of skills.4.Both countries have special attention on setting experimental type that covers from life to laboratory design,to developing the students' ability of scientific inquiry on broad platform.But,American textbooks to the attention of the laboratory safety are better than China.American textbooks introduced the laboratory security identity and highly targeted warning.The only remind safety on the experimentation in our country.5.In American textbooks in the layout form of experiment has in common in the design.There are specific safety warning mark figure,recording experimental time and the first period of description before the experiment.Contrasts these,“Eight types”design form other special on Chinese textbook.About the experimental illustrations,the two countries are tending to be presented with real photo and real experiments,and for this let students feel more impressive.Both China and the United States,some language statements in the biology textbooks of junior high school are simple and easily to understand.But Chinese always use imperative language,while American more use the second person“you”to state the contents.The former tends to the teacher be primary,while the latter tends to student.According to the above analyses and conclude,in this paper,I put forward the following suggestions for the editing of the junior high school biology textbooks in our country:(1)Increasing the textbook table of contents;(2)Increasing small experiment;(3)Increasing experiment illustrations rendering authenticity;(4)Strengthening the experiment of security;(5)Strengthening the scientific record behavior of students.