The Comparative Research On Three Versions Experiment Of Biology Textbooks In Junior High School

In 2012 version of the new biology, students are expected to change the way of learning and thinking, and have a good development in terms of innovative ability and practical ability by studying biological experiments. Therefore, this study chooses biological experiments from PEP(People's Education Press), JEP(Jiangsu Education Press) and BNUP(Beijing Normal university Press) in 2012 version and divides them into three sections including demonstrative experiment, student experiment and student extracurricular experiment. Comparing the characteristic of experimental content with experiment design in two aspects, the main conclusions are as follows:PEP edition has the least number of experiments compared with other two versions. The thinking level of demonstrative experiment focuses on prompting questions and progressive questions and pays more attention to the progress of the experiment. It inspires the linkage of thinking of students completely, and guides the students to finish the experiment on purpose. But it is difficult to cultivate independent thinking of students' experimental ability. In student experiments, the numbers of inquiry experiments are more reasonable and learning inquiry experiments allow students to experience the full scientific activities, which brings a sense of achievement to the students. But it wastes a lot of time in the process of exploring. If the numbers of inquiry experiments are reasonable, the students can acquire more knowledge and skills in the limited periods. For student extracurricular experiment, the experiment steps are very detailed, which are suitable for students to finish it by themselves, according with the characteristics of students' extracurricular experiments.In JEP edition, demonstrative experiment has a specific experimental objective which is the core of the experiment and the clear objective can accelerate students' mastery of the experiment. In student experiments, the inquiry experiment has a high open level, so it can cultivate students' exploratory thinking and improve students' scientific literacy in biology. But it is difficult for students to explore knowledge and implement plan. As to the text forms, the schematic diagram is the most abundant in three editions, and it is beautiful, natural and closely linked to life, conforming to the cognitive characteristics of students. It is a simple design for student extracurricular experiment, and some of them only use a brief statement to summarize. As a result, it is very difficult for students to finish the experiment by themselves.BNUP edition has the largest numbers of experiments, which enriches the content of courses. However, it has difficulties in completing all the experiments in the valid class period. The thinking level of demonstrative experiments designs most reasonably, which are fully integrated with the objective, cultivating the students' scientific literacy in biology. In student experiments, the number of inquiry experiments is smaller than others, so it is not conducive to the development for the inquiry level of students. But its level of openness sets reasonably which is from low level to high level and it improve the inquiry level of students sequentially. The design of student extracurricular experiments is in detail, and some of them are arranged before the new course, which will help students to master the content of knowledge and improve the efficiency of teaching.