The Constructing Of The High School Biology Student Centered Textbook Through An Example Of Meiosis And Gametogenesis

The existing high school biology textbooks usually serve the convenience of the teachingthat is supposed to help students to better learn the subject. Despite of the importance of thetextbook, it is not always attractive to the students. As a result, the students are rarely willing toread the textbook for their reference. Our study addresses this issue by reconstructing theordinary textbook and composing a Student Centered Textbook (SCT). The SCT is designed forthe interestingness measured by students themselves, so that it leads the students to learn andexplore actively.The first chapter is the introduction, where we will provide the background of our study andreview the previous researches in a domestic and worldwide context. This chapter will alsointroduce the concepts and notions used in the thesis. By analysing the existing studies andpointing out the limitations of each, we emphasise the necessity of reconstructing the high schoolbiology textbook through an example of “Meiosis and Gametogenesis”.we will investigate thetheoretical support for designing the high school biology textbook, upon which we build asystem in philosophy of education involving cognitivism, constructivism and humanism.Wedetails the functionalities of the SCT:(i) Motivate the students,(ii) Highlight the key points,(iii)Encourage self-study and team work,(iv) Help on revision and feedback and (v) Promoteharmony between man and nature.The fourth chapter studies the principle of the design on SCT,and state clearly that it is the unification of science and humanity as well as the focus on intuitiveand practical that guides the design.We also analyses the design of the SCT in four aspects:motivation, content, presentation and structure, and we claim the generalisation of our work toediting the high school biology textbook.In the last chapter, we demonstrate the SCT by an example of “Meiosis andGametogenesis” as a complement to the proposed theory.