Comparison And Investigation Of The Content And Structure Of High School Biology Textbooks

When taking a comprehensive view of the reformation in Chinese and foreign courses, people always put the reformation of teaching material in an outstanding position. But the construction of teaching material is its life vein. Only through understanding the construction of teaching material in a deep-going way can people have a deep understanding of teaching material. This subject employs the method of analysis of literature, the method of analysis of statistics and the method of investigation and study, the method of analysis of cases etc. The research targets are the standard teaching material published by the people's publishing house (guided and compiled by the course standard) and the outline teaching material (guided and compiled by the outline of the teaching material). Firstly, two textbooks are compared with the surface layer of the contents and structure of teaching materials and the deep layer of them. Then concrete items and comprehensive items of how teachers used two sets of textbooks are investigated from the practical level. The research results are as follows:1. After two sets of textbooks were compared, people could know the two sets of textbooks were basically compiled according to the demands of The Course Standard. Below are their special features: They helped to set up the new, more vivid knowledge system. The selection of contents, also reflected the basic, advanced, diversified and individual characters. They laid stress on penetrating the education thought of STS. And it attached importance to blending the education of the emotion, attitude and value with the contents of the teaching material. The motivation of study was driven by asking questions and the ability was explored and cultivated all the time. Abundant topics, diagrams combined with texts, concise and vivid language helped increase the readability of the article.2. According to the teachers' questionnaire, the most teachers could accept the variety of the teaching materials, which explained these teachers could accept and approve of the principles of the course. But some items in the research also showed that there were too many restricted factors when the teaching material was put into practice.3. It's suggested that it's necessary to enhance the continuous training of the post and to change the teachers' idea when the teaching material of the curriculum standards is carried out. Meanwhile, improving teachers' professional ability is needed. But do not be formalistic. Changing the single teaching mode and realizing three latitudinal teaching targets are also required. The current teaching facilities are fully used. Efforts are made to develop, make and take advantage of the resources of the course to try to realize real value of the new curriculums. There are a lot of shortages, as well as advantages in each edition of teaching materials. From the aspect of implementation, it's the best way to solve it by teaching with "the teaching material". It is important and urgent to establish the relevant system of evaluation, which can help solve the restricted factor when the teaching material is put into practice. At the same time, the course principle guarantees to be fulfilled.