A Comparative Study Of The Scientific Content System In Genetic Part Of Sino-US High School Biology Textbooks

Education is the cornerstone of national rejuvenation and social progress, the foundation of the strategy of developing the country through science and education. Course teaching materials are the core of education which is related to the formation of ideology, acquisition of knowledge and the improvement of ability of the youth. In a certain sense, the teaching material of a country can best reflect the extent to which its discipline education and social development, the more developed the country’s education to be, the biology teaching material content come richer and more distinctive. In this paper, by analysing and comparing the whole science content system in genetic part of the PEP edition of biology textbook and American biology textbook《Biology:The Dynamics of Life》which both have highly usage rate in high schools in depth, the author summarizes the characteristics and problems in genetic part of the two textbooks, thus propose some suggestions for teaching in our "Genetics and Evolution" module, in order to provide a reference for the education practitioners and teachers’professional growth.This paper adopted the method of literature, the method of comparison and content analysis, firstly retrospecting and combing the development of biology curriculum and teaching materials of the two country with exposition of the corresponding basis for textbook compiling. The author picked out the relevant sections of genetic in the two textbooks, made a comparative analysis from its knowledge system, scientific methods and scientific view. Finally, based on the thinking of "what’s the use in the end of learning genetics", the article discussed the livelihood education reflected in the two textbooks.Through the contrastive analysis of textbooks of the two countries, the author summed up the conclusions as follows:①the two countries have distinguishing features of their own knowledge system;②our textbook pays more attention to the life science history education;③American textbook pays more attention to the scientific thought method education;④both of the two textbooks reflect the consciousness of livelihood education. At the end of the thesis, according to the above conclusions, the author put forward some proposals from the standpoints of the selection of teaching material, the organization of content and teachers’ teaching.