| Biology is one of the six basic disciplines of natural science,and it is also an important basic subject for students to learn.Compulsory education in China has been regarded as a required course,but compared with other mainstream subjects,both the student and the teacher do not attach much weight to it,and the courses is interrupted in the third year of middle school.In this case,many students have forgotten or have buried the basic problems when they are entering high school.Therefore,the difficulty gradient caused by the differences in the difficulty of textbook in the junior-high school has been a perplexing problem to students and teachers for a long time.Education,as a special process to help people to know from ignorance to known,is a process of difficulty.Too difficult or too low is not conducive to the development of students.Although many teachers and scholars have been aware of the differences in the difficulty between the junior-high school biology textbooks,the current research direction is mainly focused on the qualitative analysis,including the cohesion of teaching materials,or the differences in depth and breadth between different biological textbooks,the analysis of the difficulty and difficulty gradient of junior-high school textbooks is need to be supplemented.Therefore,this study begins to study the gradients of junior-high school biology textbooks in order to enrich the theoretical system of textbook evaluation.The research is carrying on by using the the difficulty quantitative model: N=aS/T+(l-a)G/T which is studied by Professor Shi Ningzhong and Professor Kong Fanzhe and the model is accepted widly now.The difficulty value of each part can be obtained by the model.Finally,the difficulty gradient value is calculated by using the difficulty gradient formula.PEP biology book of junior-high school which are selected as the research object for its universality.First,this paper is mainly classified according to the 17 themes of senior high school,and the gradient comparison of the 16 linking themes involved in junior middle school biology textbooks.The themes is as follows: cell molecular composition?cell structure?cell metabolism?cell proliferation?cell differentiation,senescence and apoptosis and the regulation of animal life activity?the body's internal environment and homeostasis?population and community?ecological system?protection of ecological environment?the cell base of genetics?molecular basis of genetics?The basic law of heredity?Biological variation?human genetic diseases?biological evolution.The theme of phytohormone regulation is not listed in relevant chapters,so there is no comparison of difficulty and difficulty gradient.According to the 16 topics of cohesion,the knowledge points of each chapter of junior-high school are listed respectively.Secondly,according to the teachers' teaching books and textbooks,Set up assignment criteria of behavioral verbs from three dimensions: knowledge goal,ability goal and emotional attitude value goal and then calculate the values.Finally,the number and depth of knowledge points are added to the model to calculate the corresponding difficulty of each subject,and the difficulty gradient value of the connecting part can be calculated by using the difficulty gradient formula.The specific study conclusion is as follows:1.the breadth's difference of the cohesion of junior-high school in sequence from large to small is followed as cell metabolism?molecular basis of genetics?cell molecular composition?cell differentiation?senescence and apoptosis?biological variation?population and community?The basic law of heredity?cell proliferation?human genetic diseases?the cell base of genetics?protection of ecological environment?ecological system?biological evolution?cell structure?the regulation of animal life activity?the body's internal environment and homeostasis;2.the depth's difference of the cohesion of junior-high school in sequence from large to small is followed as cell metabolism?molecular basis of genetics?cell molecular composition?the basic law of heredity?cell differentiation,senescence and apoptosis?cell proliferation?biological variation?population and community?the cell base of genetics?human genetic diseases?ecological system?biological evolution?the regulation of animal life activity?protection of ecological environment?cell structure?the body's internal environment and homeostasis.3.the difficulty of the junior-high cohesion theme from big to small order for cell differentiation,senescence and apoptosis?population and community?cell molecular composition?the regulation of animal life activity?cell proliferation?cell metabolism?molecular basis of genetics?the cell base of genetics?the body's internal environment and homeostasis?ecological system?the basic law of heredity?cell structure?biological variation ? human genetic diseases ? biological evolution ? protection of ecological environment;4.the gradient of difficulty for junior-high school cohesion from big to small order is cell differentiation,senescence and apoptosis?cell proliferation?population and community?cell molecular composition ? the body's internal environment and homeostasis ? the regulation of animal life activity?The basic law of heredity?the cell base of genetics?molecular basis of genetics?ecological system?cell metabolism?biological evolution?protection of ecological environment?biological variation?human genetic diseases?cell structure.According to the results of the study,some selective and reference suggestions are provided to the writers and users of biology textbooks.When compiling textbooks,textbook writers should consider the difficulty degree of junior high school biology textbook convergence and the difficulty level of junior high school,and rationalize the gradient of knowledge difficulty of all parts of junior high school biology textbooks,so as to accord with the law of students' cognitive development.For users of teaching materials especially teachers,should fully analyze and study teaching method in the teaching process,to grasp the difficulty and the internal relations between knowledge,take the easier teaching methods that make students understand,make hard things simple,help students to overcome obstacles,reduce the influence which the gradient of difficulty of junior-high school biology knowledge structure brought. |
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