A Comparative Study On The Part Of “Genetic And Evolutionary” In The High School Biology Textbooks Between Chinese And American

With the continuous reform of my country’s basic education,Chinese educators pay more and more attention to teaching materials,and various versions of teaching materials are constantly innovating.As a direct source for students to acquire knowledge,teaching materials play a vital role in shaping students’ cognitive mode and constructing students’ learning mode.On the basis of the research experience of predecessors’ Chinese and foreign textbooks,I made a comparative analysis on the genetics and evolution part of the Biology textbook "Genetics and Evolution" published by Chinese Educational Edition and the American textbook "The Dynamics of Life" by using literature analysis method and comparative research method.I put forward suggestions for improving the teaching materials in our country,and at the same time,drawing on the advantages of American teaching materials,I completed two teaching cases to provide materials for the explanation of the genetics and evolution courses of biology teachers in our country.Through comparative research,it is found that the Chinese and American textbooks have their own characteristics in textbook arrangement,content selection,column setting,images,exercises,and experimental design.From the aspects of textbook arrangement and content selection,it can be seen that American textbooks have a wider range of knowledge,but there is still a certain lack of knowledge mining and insufficient knowledge depth.Although Chinese textbooks have fewer knowledge points than American textbooks,they have a higher level of analysis and application of each knowledge point.To sum up,American textbooks pay more attention to the cultivation of quality,but ignore knowledge to some extent.Chinese textbooks pay more attention to the transfer of knowledge on the basis of attaching importance to quality.From the perspective of the experimental system,it can be seen that the American textbooks have the characteristics of small scale,large number of experiments,and strong flexibility.In contrast,the experimental process of Chinese textbooks is more complex,the content is more solid,and the exercises are difficult,and more emphasis is placed on the cultivation of students’ comprehensive knowledge.It can be seen from the images and the exercise system that the pictures in the American textbooks are more ornamental and aesthetically pleasing,and the exercises are slightly less difficult,but more open-ended questions are designed to help inspire students to think.The picture quality of Chinese textbooks is not as good as that of American textbooks,but the auxiliary effect of the text is excellent,the exercises are slightly more difficult,and the correlation and supplementation of knowledge are more appropriate.It can be said that American textbooks are mainly to inspire thinking,supplemented by consolidating knowledge,while Chinese textbooks emphasize the mastery of knowledge,and there is still a certain lack of inspiration for interest.On the basis of summarizing the similarities and differences of heredity and Evolution in high school biology textbooks of the two countries,this paper also puts forward some suggestions.Suggestions for compiling textbooks:(1)Expanding the breadth of knowledge in our country’s textbooks;(2)Reduce the scale of classroom activities to make it easier for teachers to operate;(3)Add more open-ended questions to inspire students’ thinking.Advice for front-line biology teachers:(1)Expand the scope of knowledge of Chinese textbooks;(2)Reduce the scale of classroom activities to make it easier for teachers to operate.