A Comparative Study Of The Experimental Part Of Senior High School Biology Textbooks Between China And The United States

This paper compares the experimental parts of biology textbooks commonly used in seniorhigh schools in China and the United States,and tries to find out the respective characteristics and advantages of the same experimental parts of the two textbooks,so as to learn from each other’s strong points and learn from each other according to their own actual situations.In this paper,through the methods of comparative analysis,literature research and illustration,we first compare the biology curriculum standards of senior high schools in China and the United States,and then compare and analyze the experimental parts of the textbooks of the two countries from the aspects of experimental type and quantity,experimental design concept,experimental illustrations,experimental equipment,experimental safety education,experimental data processing and discussion.Finally,we select a section of the same experimental content for specific comparison and experimental design.The following conclusions are drawn:1.In terms of types and quantities of experiments,PEP textbooks are relatively few,and the distribution of different chapters is irregular.The arrangement of each experimental column in the U.S.version of the textbook is relatively fixed.The distribution of different experimental types is regular.More attention is paid to the cultivation of rational thinking and inquiry ability.The mini experiments and online biology experiments set up are not only more suitable for the tense high school study and life,but also in line with the Internet era.2.In terms of experimental design concept,both editions of the textbook have set up a large number of experiments to cultivate students’ abilities.However,the experimental design of the PEP textbook has more emphasis on the elaboration of experimental theory and the rigor of experimental operation.In contrast,the experimental design in the American textbook hopes that students can operate by themselves,think rationally and cultivate their scientific thinking ability.3.In terms of experimental illustrations,the types and magnifications of microscopes in the experimental illustrations of the US textbook are clearly marked in detail,which virtually cultivates students’ rigorous thinking habits and learning style of keeping improving,and most of them are realistic pictures,which can better introduce learners into real and professional biological learning situations.In addition,the experimental illustrations of the US textbook are full of colors and realistic,with a high degree of restoration,so that students can more accurately understand biological knowledge.4.In the aspect of experimental safety education,the PEP textbook shows less requirements for experimental safety.In contrast,the US textbook does everything in the aspect of experimental safety education,and the experimental operation is only carried out on the premise of doing a good job in safety education and ensuring the safety of students.5.As for the selection of experimental equipment,the amount of reagents provided in the biological experiment of the US version of the textbook is less than three,compared with the amount of reagents used in the experiment of the PEP version,which are distributed at all levels.For different experiments,different amounts of reagents are selected,and more attention is paid to the exploratory and scientific nature of the experiment.However,the author thinks that smallscale experiments can be appropriately added,the experimental contents and materials close to life can be selected,the students’ thinking ability in various aspects can be cultivated,and the knowledge learned from books can be connected with real life.6.In the aspect of experimental data processing and discussion,the problems in the US version of the textbook are detailed,specific and very clear.It pays attention to the logical relationship between the problems and draws inferences from one instance,which can better inspire students to think and help cultivate divergent thinking.Finally,based on the above comparison,this paper conducts experimental design and analysis on the experiment of observing the mitosis of root tip cells in human education edition,and provides reference for experimental teaching for the majority of middle school biology teachers.In view of the above conclusions,the author puts forward some suggestions on the problems existing in Chinese textbooks.It is hoped that scholars can pay attention to the preparation of experimental parts of biological textbooks,and provide multi-angle research and development ideas and references for experts to revise China’s textbooks.