Comparisons Of Biological Experiments In High Schools Between China And America From The Core Literacy Perspective

In high school biology teaching,experimental teaching plays a guiding role in students' understanding of life science concepts.Experiments not only consolidate the theoretical knowledge of biology,but also cultivate students' interest in biology,improve their practical operation ability and scientific inquiry ability.Secondly,they also play an important role in improving students' core biological literacy.By using the methods of literature research,textbook comparative analysis,empirical research and questionnaire survey,this paper compares the surface structure and deep structure of the "Molecule and Cell" module in the compulsory course of People's Education Press,and the volume of the American textbook "Scientific Discoverer: Dynamics of Biological Life".On the surface of the experiment,the differences between the experimental parts of the textbooks of the two countries are compared from six aspects: the number and distribution of experiments,introduction,process,sidebar,analysis and discussion,and the infiltration of core biological literacy into the experimental teaching.It is concluded that both countries pay attention to the cultivation of students' scientific inquiry ability and recognize the importance of practice in teaching.At the same time,American textbooks are superior to PEP experiments in sidebar design,and the experimental process is simpler and easier to operate effectively in classroom time.From this we can see that the textbooks of the two countries have their own characteristics,and our textbooks can learn from each other.In the deep part of the experiment,from the empirical and questionnaires of "extraction and separation of chlorophyll" and the construction of cell membrane model,a concrete,detailed and objective evaluation was made,and it was concluded that the emphases and core of the experimental design of textbooks in the two countries were not identical.American textbooks are mostly presented by micro-experiments,which are easier to operate.Chinese textbook experiments pay more attention to the details of knowledge points.According to the above conclusions,this paper puts forward some suggestions on the experimental selection and teaching of biology textbooks for senior high schools in China from the aspects of core literacy of biology,biology experiment teaching and process design of biology experiment.Firstly,in the compilation of the experiment process,we can design some simple and easy-to-operate experiments in effective classroom time by referring to themini-experiment type of American textbooks,and insert some color illustrations related to the experiment in the experiment to improve students' visual interest.Secondly,we should try our best to carry out small-scale experimental activities in the classroom,arrange 8 to 10 minutes for students to operate in groups,comment on each other among groups,and increase the communication and cooperation between students.Or arrange after-class model making,the next class teachers to comment on awards,improve students' hands-on operation ability.At the same time,we can take more suggestions from senior high school front-line teachers to integrate the concept of biological core literacy into the experimental teaching,and strive to achieve the cultivation of students' biological core literacy.