Analysis On The Consistency Between Exercises In Five Editions Of High School Biology Textbooks And Knowledge Aims In The Curriculum Standard

In the 1990’s,the education reform with curriculum reform at the core had happening all over the world.In the 21 st century,this education reform which is on the bassis of curriculum standard had also taken place in our country,and here came the eighth education reform,the new curriculum standard about every subject had been issued.The curriculum standard is the basis of textbooks and test papers,and textbooks will turn the ideas about curriculum standard into practice,there are some exercise in the textbooks.The consistency between every elements in education system with curriculum standard is an key index of execution power of the curriculum policy.Meanwhile,the consistency between exercise in textbooks and curriculum standard will reflect the implementation of curriculum standard,and be beneficial to textbook revising and other related research.But there is no research about consistency between exercise in high school biology textbooks and curriculum standard.In this paper,the progress of foreign and domestic study,the relevant concepts and anlaysis tools about this research are introduced,and Webb’s analysis pattern is used for the consistency analysis between exercises in five editions of high school biology textbooks and knowledge aims in the curriculum standard.The research conclusions are as follow:The levels of overall consistency between exercises in every editions of high school biology textbooks and knowledge aims in the curriculum standard are different:Beijing Normal University Press(BNUP)(29)Zhejiang Science and Technology Press(ZSTP)(28)Jiangsu Education Press(JEP)(29)People’s Education Press(PEP)(29)Sino Maps Press(SMP).The consistency including Categorical Concurrence,Range-of-Knowledge Correspondence and Balance of Representation between exercises in every edition of high school biology textbooks and knowledge aims in the curriculum standard is relatively high,but the Depth-of-Knowledge Consistency is low.Concrete manifestations of above-mentioned conclusions are described below:1.The Categorical Concurrence between exercises in every edition of high school biology textbooks and knowledge aims in the curriculum standard is relatively high,PEP(28)JEP(29)ZSTP(28)SMP(29)BNUP.The consistency of every theme is acceptable in PEP and JEP,the consistency of “eco-environmental protection” is not acceptable in ZSTP and SMP,the consistency of “human genetic diseases” and “ecosystem” is not acceptable in BNUP.2.The Range-of-Knowledge Correspondence between exercises in most editions of high school biology textbooks and knowledge aims in the curriculum standard is very high,PEP(28)ZSTP(28)JEP(28)SMP(29)BNUP.The consistency of every theme is acceptable in PEP,ZSTP,JEP and SMP,the consistency of “ecosystem” is not acceptable in BNUP.3.The Depth-of-Knowledge Consistency between exercises in every edition of high school biology textbooks and knowledge aims in the curriculum standard is relatively low,ZSTP(28)BNUP(29)JEP(28)SMP(29)PEP.The consistency of “human genetic diseases”,“population and community” and “ecosystem” is not acceptable in every edition.4.The Balance of Representation between exercises in every edition of high school biology textbooks and knowledge aims in the curriculum standard is relatively high,BNUP(29)PEP(28)JEP(29)SMP(29)ZSTP.The consistency of every theme is acceptable in BNUP.According to the research results and conclusions,some suggestions on exercises in every edition of high school biology textbooks are made in the paper.Finally,the limitations of this paper and future research prospects are discussed.