Comparative Analysis Of The Experimental Part Of The Chinese And American High School Biology Textbook "Steady State And Environment"

As the source of the whole scientific system,basic science research is the cornerstone of promoting the development of science and technology and promoting social progress.As an important part of basic scientific research,biological science is particularly important to carry out scientific and rigorous experimental teaching in biology courses for the cultivation of students' scientific thinking and scientific literacy.The United States,as one of the countries with highly developed science and technology,is also worthy of learning and reference for its textbook compilation,teaching content arrangement and design at all stages of education.This paper selected textbooks are the most widely used PEP for high school biology textbooks in China and the Laboratory Manual to accompany Biology(12th edition)published by McGraw-hill Education of the United States in 2015.Specifically study the experimental part of the "steady state and environment" module.Comparative analysis is made on the experiments in the high school biology textbooks of China and the United States from the aspects of experiment type and quantity,experimental column setting,experimental purpose requirements,experimental background information,experimental illustrations,experimental materials,experimental method steps,experimental conclusions,experimental reports,experimental exercises,experimental safety,etc.And choose two editions of high school biology textbooks to support the same knowledge points of the experiment for teaching practice.Through the comparative analysis of the content design and compilation of the experimental part of "steady state and environment" in senior high school biology textbooks of China and the United States,it is found that the similarities between the two versions of textbooks are as follows: both attach importance to the role of experimental curriculum system in the teaching process of biology in senior high school.The differences between the two editions of the textbook mainly include the following points:In terms of experimental types and quantities,there are many types of teaching materials in the PEP textbook and many experiments in tthe US version of the textbook.In terms of teaching objectives,the US version of the textbook emphasizes the mastery of basic biological knowledge and the acquisition and consolidation of scientific research methods,while the PEP textbook emphasizes the expansion and application of biological knowledge.The knowledge content of "steady state and environment" module is more systematic,complete and coherent in the teaching material of the US version of the textbook.The content of the textbook of the PEP textbook is more open and instructive.In terms of experimental operation,the experimental operation of the teaching material of the PEP textbook is more standardized and rigorous than the US version of the textbook.In terms of the experimental report,the US version of the textbook contains a more complete process of the experiment,requiring students to complete it independently,while the PEP textbook is more instructive.In terms of experimental safety,the US version of the textbook is more specific and detailed,while the PEP textbook lacks this link.By analyzing the implementation process and teaching effect of teaching practice,it is found that the US version of the textbook has the advantages of experimental materials,easy access,easy operation,short time-consuming,and unrestricted experimental places.It is suitable for students with different learning abilities and masters the basic knowledge of students.And the ability to improve has an effect,indicating that it is more feasible and applicable.Based on the results of the comparative study,advised to the implementors of biology textbooks in senior high schools in China: emphasis on experimental teaching,pay attention to the introduction of experimental background information,visually present the knowledge content,actively carry out scientific inquiry activities,can learn from the US textbook content and experimental organization teaching,and constantly improving the awareness of experimental safety.advised to the school-based curriculum and other related persons in education: the selection of knowledge content should consider systematicness and completeness,presenting the knowledge system in the form of combination of pictures and texts,design more simple experiments,the experimental report shall include the specific process of the experiment,attach importance to experimental safety education,the problems of ecological environment pollution and harm are mainly presented in the form of experiments.