The Comparative Study On The Emotion-attitude-value Objectives Presented In Different Versions Of Biological Textbooks For High Schools

According to the requirements for emotion, attitude and values cultivation specified in the Curriculum Standards of Biology in High Schools and their concrete types presented in five versions of biological textbooks employed in Chinese high schools, the emotion-attitude-value objective can be divided into three parts, namely, emotion, attitude and values. Moreover, in the emotion part, there are four parameters, namely, interests in study, patriotism, aestheticism and life consciousness; in the attitude part, there are six further parameters, namely, concepts of right and wrong, scientific attitude and spirits, attitudes to life, ecological awareness, cooperation and innovation; in the values part, there are seven, namely, STS consciousness, the concept of dialectical materialism, the concept of harmonious development and sustainable development, outlooks on the world, views on social responsibility and environment ethics. In total, there are 17 references for evaluating the objective.The paper carried out a case study of the Homeostasis and Environment module through a static study of the features, the arrangement of sections, contents and pictures presented in the five textbooks, summarizing their different characteristics. Meanwhile, the author, based on the 17 parameters listed above, conducted quantitative analysis of the following sections: Immune Adjustment, Ecosystem Stability and Protection of Ecosystem. An analysis table was charted for these sections to reflect their emotion-attitude-value objectives respectively. Any of the parameters, if presented in the target section, would win 1 score; otherwise, 0. In the end, the author counted the total scores for each parameter as their frequency of occurrence in the target sections.According to the scores in the table, which is concerning about the emotion-attitude-value objectives reflected in the five target textbooks, it shows that: first, all the five textbooks pay much attention to their emotion-attitude-value objectives. Among the 17 parameters, the mean values of scientific attitude and spirits top the list, which are followed by interests in study, ecological awareness and life consciousness successively. Second, different textbooks lay diverse emphasis on their emotion-attitude-value objective. For instance, the textbook published by People’s Education Press, compared with the other textbooks, places a relatively equal attention on both its attitude-value objective and emotion objective, with the former accounting for 35.98% and the latter 28.04%. However, textbooks published by Jiangsu Education Press, Beijing Normal University Press and Zhejiang Science and Technology Publishing House focus on their attitude-value objective with less attention on emotion objective. The textbook by Zhejiang Science and Technology Publishing House is the most distinct instance of the three, in which the attitude objective makes up 49.28%, values objective 36.95% and emotion objective 13.77%; the textbook by China Cartographic Publishing House concentrates more on attitude objective with a proportion of 47.10%, while its emotion and value objectives only occupy 25.16% and 27.74% respectively. Third, in the overall scores of each textbook based on the 17 parameters, the textbook by People’s Education Press ranks the first with 239, followed by the Beijing Normal University Press version with 210.Yet, textbooks by Jiangsu Education Press, China Cartographic Publishing House and Zhejiang Science and Technology Publishing House gain similar scores with 165,155 and 138 respectively. Therefore, different versions of textbooks varies much in their emotion-attitude-value objectives, from the perspective of the 17 parameters. Each version has their own merits and they can learn from each other to make up their deficiencies. Fourth, the five textbooks have their own characteristics in language style when introducing knowledge to students; Moreover, all of them boast a diverse arrangement of each sections. The Peoples Education Version composes most varied sections in a comparatively large quantity. From the aspect of the richness of presented sections in each textbook, the China Cartographic Publishing House version tops the list, with the Jiangsu Education Press version ranking the second, the People’s Education Press version the third, the Beijing Normal University Press the fourth and the Zhejiang Science and Technology Publishing House the fifth.