Ordinary High School Biology Textbooks Appropriate Evaluation Studies

After a new round elementary education curriculum reform, textbook is no longer the sole basis for teaching of teachers and students, it is an important teaching resource. At the same time, there are a variety of versions. If some schools in a particular area want to select the textbook, it is necessary to identify the advantage and the disadvantage, evaluate the appropriateness of textbook, and judge the practice effects of the textbook. In the study of the senior high school biological curriculum, a textbook-centered biological textbook system is the main learning content of teachers and students. The quality of textbook affects the teaching content selection, teaching methods selection and teaching media selection of teachers. It also affects the learning style, learning process and learning effect of students. The senior high school biological textbooks are the basic factors influence the effect of the elementary education curriculum reform. Therefore, the evaluation research on the appropriateness of the senior high school biological textbooks is significant to promote the development of curriculum reform and to promote the construction of biological curriculum.We must establish a scientific and rational evaluation method to evaluate the biological textbooks scientifically, objectively and accurately. In this paper, we use the fuzzy evaluation method to evaluate the high school biological textbooks on the previous research. We adopt the views of the researchers of biological textbooks, and the users of biological textbooks, including teachers and students. On the basis of views, we establish the theory based, evaluating targeted, workable evaluation indicator system and establish an evaluation model.This article was divided into six parts:the first part is brief instruction; the main topic of this part is to describe the purpose and value of this research, the evaluation research on textbooks at home and abroad. The second part contains the construction plan of study and research method, which explained how to start the research, the research method in the study, including questionnaires and fuzzy evaluation method. The third part is the theory of the evaluation on the appropriateness of the textbook, which contains the core conceptions of this research and theories of the evaluation on textbook. The fourth part is the construction of the evaluation indicator system. It combined with previous research, views of the researchers of biological textbooks, and the users of biological textbooks, including teachers and students. We construct the evaluation indicator system on the basis of analyze the factors which influence the appropriateness of textbooks and construct their weights. The fifth part is evaluation of senior high school biological textbooks by using the fuzzy evaluation method; we investigated the status using the questionnaires of teachers and students and analysed date. The sixth part is the conclusion and suggestion.In this study, we determine four factors according to the effect of the senior high school biological textbooks, namely, whether the textbooks are suitable for the curriculum standards, the regional development as well as schools'development, teachers and students. Each factor contains eight secondary indicators. The study result indicates that the senior high school biological textbooks which are published by people's education press are affective in Taiyuan of Shanxi province and are affirmed by most teachers and students. But also there are some problems:the first, the biological textbooks are not closely linked with students'life, are not well reflected the conformity of science, technology and social. The second, there are some unreasonable practices in the textbooks, and the experiment content is not well training students'hand-on ability; The third, compulsory and elective textbooks are not well integrated, textbook content lacks of flexibility and the difficulty is not moderate. Besides,"questions and discussion"," explore "," thinking and discussion "and other columns in the compulsory textbooks can not change the teaching style of teachers. The fourth, practices and activities in the biological textbooks are not suitable to the regional development, and the laboratory equipments, teaching equipments, library and computer classrooms in schools can not meet the requirements of textbooks.