Analysis And Comparative Study Of Frontier Knowledge In High School Biology Textbooks

In the fall of 2021,Shanghai fully launched the new version of the general high school textbook "Biology"(Shanghai Science and Technology Press,2020),which was guided by the "General High School Biology Curriculum Standard(2017Edition)".Curriculum standards point out that biology is now in a rapid development stage.The writing of textbooks should reflect the current development of the discipline and introduce new.Biology edge knowledge includes the latest research technology and achievements,and promotes talent cultivation in the new era.The new textbooks of "Biology" are widely involved in the advancement of biology from column settings and content selection.Facing the content of the new textbooks,the analysis and research of teaching materials is conducive to promoting the use of textbooks,and a positive impact on cultivating students’ comprehensive biological literacy.The advanced knowledge of this study is the entry point,and the method of literature research method,content analysis method,and comparative research method is used to compare the Shanghai science version of high school biology new textbook "Biology" and the old textbook "Life Science" at the quantity and column settings.The difference between presentation methods and specific content analyzes the role that can play the role of biological frontiers in textbooks in classroom teaching.At the same time,the Shanghai science version of the new textbook "Biology" and the mainstream science and education materials of contemporary American high school "Scientific Discoverers-Biology·The Dynamics of Life" and the "Biology For You".Make frontier knowledge comparison,induction differences,analyze their respective advantages and deficiencies,and provide reference for the use of future textbooks and revisions.Through comparison,it is found that the Shanghai Science and Technology Edition new textbooks have different veins in the writing of frontier knowledge.The average number of cutting-edge knowledge,the type of column and presentation of the two are roughly the same,and the areas of content selection were all popular areas at the time.The total amount of knowledge of the new textbooks is more,and the distribution in the column is relatively scattered.New pre-class activities,academic evaluation,and self-evaluation columns have been added,and the method of presence of exercises is added.The content is further updated.Disciplinary cross-area.According to comparison of biological textbooks of China,the United States,and Britain,it is discovered that the total number of frontier knowledge in American textbooks is the largest,the coverage of the coverage is rich,the presentation methods are diverse and balanced,the content selection is strong,focusing on data analysis,social practice,and cultivating students’ comprehensive literacy;British textbooks have a high degree of connection with life,low difficulty,and strong science.They focus on cultivating students’ life concepts and social responsibilities;Chinese textbooks perform in various aspects average.As a biological teacher and researchers for biology teaching,they should pay attention to the development of the frontier knowledge of biology,update the teaching content in a timely manner,change the education and teaching model,encourage support for exploration learning,establish multidisciplinary cross-integration thinking,comprehensively cultivate students’ biological biology Learn core literacy.