A Comparative Study Of Chinese And American High School Biology Textbooks Based On The New Curriculum Reform

The core qualities of students are closely related to their learning life and future development.One of the tasks of the current curriculum reform is to infiltrate core qualities into teaching.Social responsibility education has always attracted the attention of scholars at home and abroad.In the moral education of various countries,social responsibility education has also been regarded as an important content.Social responsibility is listed as one of biological core literacy in the General High School Biology Curriculum Standards(2017 edition)issued in 2017.Cultivating students sense of social responsibility is also increasingly valued by biology teachers.Textbooks are the basis for all teaching activities.By analyzing the content of social responsibility education in high school textbooks,they provide theoretical support for teachers to carry out social responsibility education,and continuously improve students sense of social responsibility in teaching.Adopt the literature research method to consult and sort out the literature on social responsibility education and textbook analysis at home and abroad.A questionnaire survey was used to investigate the status quo of social responsibility education in the third grade of a high school in a middle school in Hohhot,and in the first grade of a high school in a school in Chifeng,Inner Mongolia.The reliability and validity of the questionnaire were analyzed using the software SPSS16.0.Use Excel2010 to statistically process the student questionnaire data.Using the interview method,30 teachers from the above two schools were interviewed.Based on the new curriculum standards and the related content of the four dimensions of social responsibility,a comparative analysis method was used to conduct a comparative analysis of high school biology textbooks in China and the United States.The results show that:(1)Through a questionnaire survey on students,it is found that most students have a poor sense of social responsibility.The data from different dimensions shows that students can meet the basic literacy requirements only in the dimension of environmental protection,but they still need to be improved.(2)Through interviews with teachers,it is found that most teachers do not have enough knowledge about the core literacy of the biology department.82.5% of teachers believe that high school students generally have a poor sense of social responsibility,and even more so.Most teachers have not studied American textbooks.Through the pictures of some of the content of American textbooks given in the interview outline,they find that there are many contents that American textbooks can learn from.(3)From the four dimensions of social participation,environmental protection,health and life,and scientific practice,a comparative analysis of the biology textbooks of Chinese and American high schools is conducted.1)Comparison of social participation dimensions.American textbooks focus on designing cutting-edge content of biology into textbooks.American textbooks have 12 more knowledge units related to social participation than Chinese textbooks,including 3 units with the highest literacy level,which belong to literacy level four.The application of technology in real life is based on a biological point of view to distinguish and disassemble pseudoscience.2)From the perspective of environmental protection.The content of the textbooks in China and the United States is similar.The content design of the textbooks on environmental protection is too small.Even if the content involved in the textbooks is at a low level of literacy,most of them belong to the literacy level two “ developing environmental awareness and behavior.” The specific requirements of biological core literacy for the protection of the environmental level also mentioned that students should actively participate in green families,green schools,green communities and other actions.The textbook does not design related content.Through the questionnaire survey,it is found that students have a stronger awareness of environmental protection.Obviously,such content with low literacy level is difficult to further improve students awareness of environmental protection.3)From the dimensions of health and life.The content of American textbooks is more specific.When it comes to some diseases,the causes and transmission routes are listed in the form of tables.Moreover,the content of American textbook design is more abundant and there are 11 related knowledge units.However,the content literacy level of the Chinese and American textbooks belongs to the core literacy level one and two.Such a low literacy level is difficult to further improve the students sense of social responsibility.Therefore,the relevant content literacy level of the Chinese and American textbooks in the dimension of health and life Should be improved.4)From the perspective of scientific practice,most of the content of Chinese textbook design is closely related to life,so students can use this knowledge to solve problems in life.Such content helps to realize the importance of practical ability in the curriculum standard of biology.aims.There are 10 more contents related to the scientific practice of Chinese textbooks than American textbooks.Moreover,most of the content in Chinese textbooks belong to the highest level of literacy,reaching level four can be scientifically tried to answer biological problems that arise in real life.Studies have shown that the content design and literacy level of the social participation,health and life dimensions of American textbooks are superior to Chinese textbooks and can be used for reference.The relevant content of the scientific practice dimension in our textbooks is easy to operate after class,and is more closely related to the actual life.The literacy level of the content is higher than that of the relevant content in the American textbooks,which is conducive to enhancing students sense of social responsibility.Through comparative analysis of Chinese and American textbooks,it provides help for the revision of textbooks in China,and also provides a theoretical reference for frontline teachers to conduct social responsibility education for students.