| High School is an important period for the implementation of science education, is a critical stage to improve the ability of students to the theory and practice. Scientific thought is a beacon of human conduct scientific research, is summed up in the production of human life and the wisdom of scientific research, contribute to the development of human nature, exploring the future. In view of the high school biology education research remains focused on memorizing knowledge and less emphasis on scientific thinking education. It is easily leading to rigid thinking of the students and making the student difficult to implement the new curriculum to improve students’ concept of biological science literacy. To solve this problem, the research compared the scientific thought on high school biology textbook of Chinese with American. It has a positive meaning for improve the quality of classroom teaching and education in the biological sciences.This paper mainly uses the literature analysis method, compared the scientific thought of the high school biology textbook Published by Chinese People’s education Press with the American mainstream scientific biology textbook Biology:The Dynamics of Life Published by Mc GraW Hill company, expecting to helps us to understand fully the difference between the two kinds of textbook, enhance the quality of classroom teaching. On this basis, I take some advice to the Chinese biological science education.Based on the concept of the new curriculum, the new high school biology curriculum standards, American Science Education Standards, and related educational psychology, the thesis analyzes and compares the systems theory, evolution, ecology, homeostasis, structure and function of the unity of the scientific thought of Chinese and American high school biology textbooks. On this basis, I take some advice to the Chinese classroom teaching and biological sciences education.The research showed that common American high school biology textbooks is:two textbooks are to improve students’ scientific literacy of biology and biological science history infiltration; osmotic homeostasis, are very concerned about the ecology thought, mainly from the overall to know the body regulating system, ecological system, pay attention to the balance of the ecosystem, concern over the population growth of nature threats, have mentioned the importance of protecting biodiversity, advocating the concept of sustainable development.At the same time, the two textbook s are also different. Our textbooks are:embody the Chinese teaching materials to the system theory, the teaching contents were highly integrated; as the high integration of content and further selection of trend, teaching materials lack a comprehensive presentation of evolution and factor structure of knowledge, knowledge breadth and depth is not enough, resulting in concept. Contact was not strong enough, the theory of evolution, structure and function of the unity of ideological education on slightly weak.The characteristics of high school biology textbooks American:large capacity American materials, emphasizing the relationship between the concepts, subjects span wide, knowledge is scattered, the system theory is slightly weak, but the content coherence is good, very well reflected in the structure and function of the unity of the scientific thought; teaching emphasis on evolutionary theory evidence presentation, the theory of knowledge evolution specific and comprehensive, embodying humanistic, scientific material, scientific atmosphere.Scientific thinking is to improve the scientific literacy of students an important cornerstone, the author respectively on our teaching and education in the biological sciences are proposed. On classroom teaching suggestions:knowledge about appropriate to expand the theory of evolution; pay attention to students’ understanding of knowledge; pay attention to the relationship between concepts. For biological science education suggestion:pay attention to the subject position in the teaching of biology; the way we should continue to promote the inquiry teaching, specific knowledge in the teaching process, teachers should not only teach the textbook, must also be implied at mining materials science, from the knowledge, the ideological level to improve the scientific literacy of students. |
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