A Comparative Study On The Contents Of The History Of Life Science In Chinese And American Junior Middle School Mainstream Biology Textbooks

With the deepening of educational reform and the prevalence of quality education,improving students' scientific literacy and understanding the essence of natural science are becoming the core objectives of biology education in junior middle school.However,the history of life science,an important teaching resource,has also been widely assimilated into biology textbooks in junior middle school and it effectively embodies educational value in many aspects.The history of life science helps students understand nature of science and promote their biological literacy level.Therefore,it is helpful for teachers' fully understand textbooks by analyzing the characteristics presented among the contents of the history of life science from textbooks,so as to better infuse the education of the history of life science.In this research,the Chinese textbooks Biology published by the People's Education Press of China and the biological part of American's Science Explorer are taken as research objects.Using the methods of literature research,contents analysis,comparative research and case analysis,the study establishes analysis dimension scales from three aspects: contents selection,layout and the reflection of nature of science.Combining quantitative analysis with qualitative analysis,this paper shows a comparative study in the contents of the history of life science between textbooks of two countries.On this basis,the study selects the same subject of the history of science and proceeds comparable analysis in a specific case.The conclusions are as follows:In terms of the contents of the history of science,textbooks of two countries both have consistent time distribution and evolution type of the history of science.They cover each branch of biology well.Moreover,male scientists are more often mentioned in both countries' textbooks than females.Besides,they both have a considered distribution of scientists' nationality.However,they are different in some aspects.Chinese textbooks pay more attention to the presentation of ancient and modern scientific achievements of China,they are apt to introduce genetics into and describe discontinuous scientific discoveries under a certain theme.However,American textbooks list more history of science and scientists than those in the Chinese.Moreover,they tend to infuse the contents of the history of science in ecology,microbiology and immunology into the textbooks.They attach great importance to describing a scientific discovery in the history of life science,and pay more attention to the selection and presentation of female scientists and scientists from underdeveloped countries or regions.In terms of layout of the history of science,the textbooks of two countries both focus on the way of expression with illustrations and texts,which can present the contents of the history of science in multiple positions and columns.The differences are as follows.Chinese text expression of the history of science in the textbooks is more guiding and scientific.Moreover,Chinese textbooks utilize more extracurricular reading column after the text to present the contents of history of science.However,American textbooks have more abundant and diverse charts and tables about the contents of history of science,and present more detailed captions.The expression of words is more life-oriented,situational and narrative.The contents of history of science are more often presented in the columns of "text","exercises after class" and "before text",and the vocational ideal education can be permeated to students through scientific undertakings.In the aspect of reflecting nature of science,the contents of the history of science in textbooks of two countries are not balanced to the three main dimensions and the sub categories and American textbooks fail to present them comprehensively.To be specific,the textbooks of two countries reflect nature of scientific knowledge well.Chinese textbooks pay more attention to the embodiment of nature of scientific culture,while American textbooks pay more attention to the characteristics of reflecting nature of scientific process through history of science.The textbooks of two countries have their own characteristics in the case presentation of "Mendel's Pea Hybridization Experiment".Generally speaking,Chinese textbooks pay more attention to the knowledge value of life science history education.However,American textbooks present more specific and in-depth contents,which gives consideration to the realization of multi-faceted learning objectives such as knowledge,skills,methods and attitudes.Finally,suggestions are put forward from the perspectives of textbooks compilation and teaching activities respectively.In terms of textbooks compilation of the contents of the history of life science in the textbooks: 1.Expand the contents of the history of science and increase the number of scientists;2.Diversify the charts and tables and extend their function;3.The written expression should be scientific and interesting.4.Upgrade the status of the contents of history of Science in the text and exercises after class;5.Pay attention to the organic combination of the education of history of science and professional ideals;6.Pay attention to the balance of reflecting nature of science.In the aspect of biology teachers' education on the history of life science: 1.Strengthen the accumulation of knowledge on the history of science and improve teachers' view on nature of science;2.Make good use of the materials of the history of science to carry out explicit teaching of the history of life science.