Comparative Research In The Activity Of The PEP Version And Zhejiang Science And Technology Press Biology Textbooks In Middle School

The curriculum reform is always a great research task of the education reform. The new curriculum system of elementary education in our country initiated inquiry learning style. As a significant means of the science study, inquiry is also a significant cultivation target in the curriculum stipulation, and all of these can be achieved through activity.Textbooks in the building is an important part. The textbooks are the main origin for students to obtain knowledge, and the main curriculum resources to implement inquiry activity. At present, study to inquiry activity of the textbooks is relatively little. Therefore, this study lays a strong emphasis on the study of inquiry activity of textbooks, Choice of materials for the PEP, Zhejiang Branch version of the high school biology textbooks (compulsory). Course materials, Institute of Biological Research and Development Center course materials ed (2004): "Biology", Beijing, People's Education Press (PEP for short, the same below). WU Xiang-Yu, LIU En-Hill editor (2005): "Biology", Beijing, Zhejiang Science and Technology Publishing House (the Zhejiang Science and Technology Press, the same below).The article clarifies science inquiry in terms of its implication, feature and fundamental segment on theory. On this basis, the author founded a four-dimension analysis framework, namely, activity target Dimension, activity tactic Dimension, ability Dimension and independence-degree Dimension. From the four dimensions and the activity amount, activity type and activity time, the author made a comparative research into the inquiry activity of two series of biology textbooks in middle school education in Zhejiang Province. Some problems occurring during the new-textbook-teaching practice as well as some other factors which influence science inquiry are discussed by investigating and interviewing teachers. Meanwhile, the activity setup of the two versions of the textbooks is evaluated. The conclusions are: 1. the two versions are different in type and in content choice. 2. the two versions have various features in their readability, illumination and guidance on learning strategy. 3. the activities of the two versions both take too much time. 4. the activities are not comprehensive enough in training students' inquiry method and ability. Finally, the article puts forward some viewpoints in laying emphasis on validity of inquiry activity, design of the inquiry situation and exploring in ideology. The conclusions can give teachers a reference in teaching with the textbooks, and hopefully the conclusions can also offer assistance to editors who are to revise them in the future.