Comparison Research Of Stse Education In Junior&Senior Biology Textbooks Pressed By PEP

STSE education,a new paradigm evolving from STS education,is a combination of science education and humanistic education as well as a trend of reform of science education in the present and future.With the advancement of new curriculum reform and quality education in our country,the proportion of STSE education in science curriculum is gradually increasing.It should be noted that the Biology subject plays an important role in science education of STSE education,and the implementation of this education is inseparable from the compiling and reform of textbooks and the curriculum standard.Regarding the textbooks of biology in China,the further reform of basic education leads to the phenomenon of "one syllabus with multi-edition textbooks" of middle school and senior high school biology.In addition,the implementation of different versions of the textbooks appears their own characteristics and deficiencies,but the implementation of STSE education is not the same when using the same version of textbooks at different teaching stages.By comparing the textbooks of junior and senior high school biology in STSE education,we provide suggestions for the further improvement and re-construction of STSE education in biology textbooks.With a combination of literature research method,the content analysis,the comparative research and the case study,this study presents a comparative analysis of STSE education between junior and senior high school Biology PEP textbooks in terms of topics,presentations,columns and their characteristics based on the biology curriculum standards of the junior and senior high school.The research shows that the biology curriculum standards of the junior and senior high school have different levels of emphases on the STSE education,which are reflected in the concepts,goals,contents,and implementing proposals of the curriculum.As for the similarities,these two series of textbooks are similar in the diversity of themes,the variety of presentation methods and the abundance of relevant columns.What's more,they both promote the idea of the education of life science history throughout the textbooks,set up STSE education columns and feature columns,emphasize vocational education,reflect the combination of science and humanities and pay attention to the science frontier and the integration of subjects.In terms of the differences between them,on the one hand,the middle school Biology PEP textbooks have a larger number of columns related to STSE education,and contain topics that embody biology,literature and art.While,on the other hand,the high school textbooks add Science Frontier,Scientists' Interview and other topics to the original textbooks and present a special issue for STSE education in the optional series of textbooks.However,there still exist some shortcomings in the STSE education of the textbooks due to the out-dated charts of scientific frontier and the main body,the insufficiency of safe education and sex education,the lack of experiment and exploration column and the inadequacy of STSE education column in the textbooks.Based on the shortcomings above,this study suggests that the compilers of the textbooks should carry forward the literary style of language,pay attention to the systematic education of life science history,enrich the contents of STSE education,optimize the presentations of STSE education,update STSE education themes,expand the contents related to vocational education,and strengthen the penetration of the exercises.Concerning the teaching and evaluation,teachers are supposed to clarify the requirements of STSE education imposed by the curriculum,delve in the STSE contents of the textbook materials,adopt teaching methods tailored for STSE education,supplement appropriate daily cases and carry out open and multiple process evaluation.