Comparative Research On STSE Education Of Biology Textbooks For Senior High School Between Mainland And Hong Kong

STSE education is a device intended to bring science education and the current social development, social production, social life, living environment in close connection with the new guiding ideology. In order to meet the 21st century, the economic, social and technological development and environmental issues on personnel requirements, curriculum reform, the world's one of the major international trend is to STSE education into the curriculum philosophy and has become an important indicator of the degree of reform forward. Curriculum reform as an important carrier of high school biology textbooks in the infiltration of STSE education, how, how to STSE education level to further improve the high school life science textbooks in Shanghai, which became Shanghai School of Life Sciences, educators face a new task.In this study, STSE education perspective, on the Mainland (PEP, Shanghai version) and the Hong Kong high school biology textbooks to compare, using literature method, comparative method, statistical method and other research methods, in the interpretation of Hong Kong and the Mainland three versions of the curriculum standards on the basis of relevant content, from the STSE education in the presentation of teaching materials, content and other aspects of hierarchical characteristics compared to the same time, through the Shanghai textbooks STSE education was launched a survey, analyze and draw conclusions, and thus put forward a sound biological materials Shanghai views for the reference to training more students to form correct scientific values, as with the scientific spirit, create awareness and social responsibility of the new generation of citizens. Technical line of this study are: Description - Analysis - Compare - Summary.The results show that the Mainland and Hong Kong high school biology "standard" were full attention to STSE education in the disciplines of infiltration, reflects the worldwide trend of development within the biology curriculum, the Mainland and Hong Kong high school biology textbooks STS (STSE) the choice of educational content, there are some common characteristics, specifically manifested as:â‘ reflects the development of biological disciplines;â‘¡concerned about biology and the production and living contact;â‘¢attention to the characteristics of high school-age segment;â‘£attention and information technology integration. The above reflects the common trend of the biological curriculum development, reflecting the biology curriculum by "discipline center" to the "social center" and "Student Center" integration features. In addition, the Mainland and Hong Kong high school biology curriculum will also be infiltrated into the curriculum of the humanistic spirit, full of science education and humanistic education, integration, and reflects the biology curriculum Shanghai two curriculum reform has made a qualitative progress. Mainland and Hong Kong high school biology textbooks STS (STSE) education, four different points: the "standard" right materials STS (STSE) education, guidance, clarity and relevance are different; textbooks STS (STSE) education in the form of the present is not the same; pairs of students "job ready" to varying degrees of concern; STSE education on attitudes and values education, the impact of a difference.To this end, this study affirmed Shanghai STSE education materials based on the further perfection of the Shanghai STSE education has made some reference in the recommendations, mainly: in Shanghai, "class standard" to strengthen the implementation of STS education in clarity and guidance ; in the textbooks recommended the establishment of educational activities STS topics; STSE content of education to comply with the selection of students on the age characteristics of operable; focus on Shanghai's unique urban features, set the corresponding STSE education content; by setting the contents of the practice of raising Shanghai high school students in Shanghai's identity and pride; strengthen the importance of environmental education degrees, the strengthening of "ecological" and "health" content; attention to student career development linkages.