A Study Of The Consistency Of High School Biology Textbooks With Curriculum Standards

Under the guidance of "standards-based" curriculum movement in the international, our country has begun the eighth elementary education reform. With the reform, the textbook has become diverse. Nevertheless, as the center of the reform movement, the textbook must be based on curriculum standards. However, as a result of the existence of subjective factors, inconsistent phenomenon inevitably occurs in writing textbook and curriculum. What’s worse, some surveys also show that many teachers think that there are some differences between textbooks and curriculum standard. Whether or not, related research is needed. Therefore, to quantify the alignment between textbooks and curriculum standard is necessary.This article selects four versions of the senior high school biology textbooks in China:People’s Education version; Zheke version; Hebei children version; Sue version. The senior high school biology curriculum standard is the article’s standard for alignment research. Through quantitative analysis between the two, we detect the alignment between current textbooks and curriculum standard. Based on the survey, puts forth some suggestions for the implementation of our country’s curriculum, to enrich and develop the alignment evaluation theory of our country. At the same time, it is a demonstration of the research between the other elements and standard in curriculum, which helps course to run better.This paper uses content analysis method, comparison research method and the analysis of the SEC, to analyze the alignment between curriculum standard and biology textbooks in senior high school. Mainly from four dimensions (potter alignment, the subject distribution, cognitive level, key distribution), the study carried on the comparative analysis, then summarized and discussed. Finally, the study compared and analyzed the results of three compulsory modules. Study found that there are not only some differences but also some similarities among three modules.The differences of three compulsory modules mainly for:(1) Potter alignment coefficient. There is no similarity among three modules on arrangement of confident.(2) The subject distribution. The correlation between textbooks and curriculum standard is different among three modules.(3) The cognitive level distribution. The distribution is different among three modules.And three compulsory modules have one thing in common:no matter which module, the consistency is not high in four dimensions.To summarize three compulsory modules, we get the following conclusion:(1)The potter alignment is not obvious between textbooks and curriculum standard;(2)In terms of the subject, the correlation between textbooks and curriculum standard sometimes high and sometimes low. Textbooks and curriculum standards also have more or less differences on specific distribution;(3)In terms of cognitive level, correlation between textbooks and curriculum standard is obvious, but textbooks and curriculum standard has some differences on specific distribution;(4)In terms of key distribution, there are not only some differences but also some similarities between textbooks and curriculum standard.Finally in order to improve the alignment between textbooks and curriculum standard, following suggestions are given:(1) establish a complete curriculum standard; (2) adhere to the "a curriculum standard and multiple versions textbooks" policy; (3) textbooks should be based on the curriculum standard; (4) pay attention to teachers’adaptability to textbooks; (5) establishes a perfect alignment evaluation system.