A Comparative Study On Biology Textbooks For Junior Middle School Based On The CAMP Tools

As the materialized form of curriculum, textbook doesn’t just become the main carrier of school curriculum and students’ learning knowledge, but also play an important role in national curriculum and teachers’ teaching. And in the accelerated process of curriculum reform in national elementary education, there are all kinds of textbooks, which appear the diversified situation of "one standard and more versions". However, in our country, comparative research results that focus on textbook’s quality of text reading are seldom seen, researches about biology textbook’s are more seldom. Researches on psychology and brain science show that the human brain can organize intricate knowledge by a certainly stratified structure, which is similar to the structure of concept map. That is to say researchers can visually find out the organization of knowledge through concept map. Based on above, the research tries to use the software of CMAP Tools to make a concept map-transfer for textbook and present the concept map of content of "biological heredity and variation" in junior high school biology textbook. Then, the research makes a compare according to the concept map, which adopts quantitative and qualitative methods to make a research on textbook’s quality of text reading. At last, the research can provide new research method for the comparative research of biology textbooks’quality of text reading, enrich the function of concept map and optimize teachers’ teaching.With the help of documentary method, the research tries to collect relative information and relevant studies both at home and abroad, and then determines the research instruments and research methods. The main content is set After defining the main conception and the related theories of the research, which is the comparison of reading comprehension level of "biological heredity and variation", focusing setting, organization and presentation. Finally, the research makes a summary, and draws the following conclusions after confining with the theories foundation above:(1) the organization of textbooks content conforms to students’ cognitive rules and it is better for students to grasp knowledge on their own initiative. As for the content arrangement of "biological heredity and variation", Beijing Normal University edition textbook has moderate difficulty and scope of the content, they focus on the progressive of knowledge which is good for students’active learning, and they have the best organization. Textbook published by PEP has the smallest difficulty and scope of the content, which is fit for the most students. However, their organization is not as good as Beijing Normal University edition textbook. Textbook published by Jiangsu Educational Press has the biggest scope of the content and difficulty, which has highest demand for students’learning competence. (2)Textbooks of three versions are all focus on the learning of main conception, and organize a certain teaching activities to help students to build, to understand and to apply the main conception. Key content of three versions meets the requirements of curriculum and benefits the accomplishment of curriculum objects. (3)Textbook published by PEP and Jiangsu Educational Press both pay more attention to students’subject status. And they create a certain learning context, insert rich pictures and columns, which can active students’learning interest and promote them to take part in study positively and value the development of multiple intelligence. However, Beijing Normal University edition textbook pays less attention to content’s presentation, but place particular emphasis on the narration of text materials and has the least illustration, columns and learning context, which is not beneficial to the achievement of three-dimensional objects.Based on the above conclusions, the research provides different suggestions for textbook’s users of different versions under the same national curriculum standard. They are:PEP biology textbook has the best content design in "biological heredity and variation", but teachers should also make perfection more perfect in teaching. They should take full advantage of illustration, columns and learning context in textbook and supply relevant knowledge duly according to the actual teaching condition. What’s more, teachers should help students to deepen the comprehension and grasp of knowledge and make the textbook to be the medium for students to improve learning skills, relate to society and strengthen their feelings. When using the textbook published by Jiangsu Educational Press, teachers should properly provide functional pictures.At the same time, teachers should increase columns and real life context in order to lower reading difficulty for students. When using Beijing Normal University edition textbook, teachers’ teaching should relate with students’daily life, create question conditions and experience conditions for students’ understanding, and pay attention to the usage of pictures which can lower students’ learning difficulty and enable them to build the knowledge by themselves. At the same time, teachers should broaden students’horizon, increase the enjoyment of teaching and develop students’multiple intelligence.