Comparisons Of Experimental Projects Between Chinese And Canadian Biology Textbook

At present,Interpretation of theoretical knowledge are arranged together with experimental parts in the biological textbooks for senior high school in China.Importantly,some of the experimental arrangements are still tedious and time-consuming,which makes teachers difficult to carry out experimental instruction comprehensively.Therefore,the object of this paper is to learn from the excellent experimental instructions and designs of foreign textbooks by comparing the differences between Chinese biology textbooks and foreign one and then to optimize the arrangements of the experimental teaching in the biology textbooks for Chinese senior high schools,so as to promote the cultivation of core literacy of students’ biology.There are numerous similarities on ideas and objectives between Canadian curriculum standards and the new Chinese ones by the comparison of biology curriculum standards of many other countries.Ontario,is equipped with the world-class education resources.Importantly,when comparing the curriculum standards of Ontario and China,both of them emphasize the importance of practice,and focus on how to improve students’ abilities of scientific inquiry and how to solve practical problems they have to face.Therefore,the experimental teaching arrangements between the 11 th grade biology textbook of Ontario,Canada and "Molecular and Cell" in the Compulsory Course of the Chinese High School Biology(People’s Education Press,PEP)are compared in this paper.The results are shown in details:(1)The experimental items arrangements: the programs of experimental activities are arranged clearly both in biology textbooks of China and Ontario with different emphasis.The programs of experimental activities are classified according to the types of experiment in the Chinese textbook of PEP.But theprograms of experimental activities in Ontario are filled with many web links expressing rich and diverse biological knowledges,which are more benefit to arise students’ interests.(2)The distribution of experiment numbers: the experiments items of the textbooks in the two countries are evenly arranged into each chapter,but the number of textbook of Ontario was more compared with those in Chinese.(3)The experimental contents and their characteristics: the experimental contents both in Chinese and Ontario textbooks are designed following the law of cognitive development of students and easily accepted by students.Differently,the experiments contents of Chinese textbooks(PEP)were described with more details,which limited students’ thinking.But those in Ontario textbooks are well-organized only with proper and less expression,which is facilitate to induce students think scientifically.(4)The selection of experimental materials: the experimental materials are selected according to the characteristics of the natural environments and convenience of operation both in Ontario and Chinese(PEP)textbooks.(5)The communication and language expression: the communication and language expression both in the Ontario and Chinese(PEP)textbooks have their own characteristics.It is simple,straightforward and highly summarized in the Chinese textbooks(PEP),but it is vivid,interesting and strong inductivity in the textbooks of Ontario.(6)The laboratory safety education: more perfect and detailed laboratory safety claim and notice are arranged for emphasizing the importance of laboratory safety in Ontario textbooks.For instance,safe operation rules and suggestions and how to escape unsafe measurements are highlighted in each experimental item.Simultaneously,various experimental safety badges and their meanings are listed in theappendix of the Ontario textbooks.However,it is relatively absent in Chinese textbooks(PEP)in comparison with Ontario ones.(7)The activity inquiry level: the more confirmatory experiments items are arranged in Chinese textbooks(PEP).In contrast,more exploratory experiments item are listed in Ontario textbooks.More exploratory experiments was beneficial to the improvement of students’ experimental ability.Based on the comparative analyses what mentioned above,following the current status of the experimental activities and experimental teaching in the Chinese textbooks for high school biology,some suggestions are put forward.(1)To make full use of internet resources,so as to students master much more experimental information better and then understand the experiments objects more clearly.(2)To improve the experimental methods and select or create adaptive experimental materials,for defining regional or intercollegiate characteristics.(3)To emphasize laboratory safety consciousness and standardize the experimental operation processes.(4)To use rigorous and accurate words or sentences to statement experimental contents,so as to stimulate students’ interest in learning.(5)To improve the inquiry level of experimental activities,to pay more attention to culture students’ ability to design experimental schemes and to solve problems.Two experimental cases are designed in this paper based on compared results and the actual situation of biology teaching,including the production of highly differentiated three-dimensional structural models of eukaryotic cells and yeast foods for reference by frontline teachers and educators.