Comparetive Research On Biology Textbook For Junior Middle School Among China,Singapore And America Based On Learning Difficulty Levels

The national new round reform of basic education has entered into the tenth year, in this reform the textbook reform has not left the people’s attention. On the one hand, the textbooks embodied "education fair" because it is highly attentioned by the community,on the other hand, new textbooks should reflect the new curriculum idea and play an important role in improving the quantity of students and promoting human development. However, we must use objective and accurate evidence to answer the question that how to reform our textbooks and change into what looks. Therefore, it has become an important and urgent basic work for our country to prove the differences and Disparity between the biological textbooks of China Mainland and other countries’textbooks by using a large international comparative perspective for biology.Based on the background and purpose above, this study selected five sets of biology textbook as the the study object which including United States, Singapore, Hong Kong, Nei Deren teach, mainland education and mainland taught, constructed a uniform comparing tools on textbooks and Biology knowledge framework of junior high school, Compared and analysed the "Textbook learning curve" for five versions and eight subjects, objective and quantitatively."Textbook learning curve" includes three points difficulty and eight dimensions. Three points difficulty are learning objectives, content structure and subject characteristics and eight dimensions are the level of knowledge, breadth of knowledge, level-order nature of correlation, abstraction, leading, exploratory and quantitative. Using the model above, this study prove the differences and Disparity between the biological textbooks of China Mainland and other countries’textbooks,preliminary and combined the using conditions with the views of some teachers, commented a number of suggestions to two sets of textbooks of mainland which provide a reference for further improvement on our biological textbook.Comparison shows that the difference was little on the knowledge breadth and level of goal difficulty between our newly published textbook and other references. Our newly published textbook is basically in the middle level. In both areas, the textbooks taught still have a lot of space to expand, particularly in the knowledge breadth. The U.S. version of biological (scientific) textbook presents the features of "encyclopedia" that evidented in the knowledge breadth than any other versions and this point makes its difficulty achieve highest value. There are obvious differences between mainland textbooks and other reference version in content structure and difficulty of subject characteristics, which mainly embodied on the abstract, leading and exploratory dimension. About Leading, the mainland textbook is still not systematization although the initial sound structure, the guide effective needs to be strengthened such as accuraty and novelty expression on learning objectives, enlightening guide on the learning process and the effectiveness of the reviewing guidance. Abstraction, It is not simple and lively on the language of mainland version which illustrations can be further enriched and the comic books, concept maps and other forms should be introduced the perfect teaching situation will be increased through improving text and illustrations on the mainland version Inquiry, there is still a gap the exploring difficulty, exploring guide, exploring systematically and exploring function for the mainland version on compared with the other versions although its some exploratory experiments.Comprehensive comparison showing that the United States, Singapore, Hong Kong version of the textbook give some enlightenments to mainland textbook in the guidance, exploration, biological experiments, integrated and comprehensive ways. Meanwhile, the survey results on the use of Shanghai textbooks indicated that the teacher approbated this textbook on its systematic and integrity and it embodied well in three-dimensional-degree teaching target, especially in emotional attitude values. But Shanghai textbooks also should be further improved and adjusted in paying attention on the students’adaptability, such as students’personality, meeting students’。 psychological characteristics and laws.According to the comparison and results in mainland, we made a number of constructive advices for the biology textbooks. It mainly includes increasing the content of "environment" and "healthy" theme, strengthening the function of "learning materials", advocating joyful learning, To explore the simplicity, guidance, diversity, systematic, Strength the settings of biological experiment, the research and development on exercises and increasing the content of interdisciplinarity permeate etc.