| With the rapid development and full use of science and technology,people need to face many problems related to the rapid development and application of science and technology,which are closely related to social ethics,economic and social development,human health,environmental protection and so on.For example,from genetic testing,global warming,human cloning,genetically modified food,prevention and control of agricultural and forest pest,to human brain transplantation,cloned monkeys,PM2.5 and so on,which are of general concern in China in recent years.We call this type of problems derived from the development and application of science and technology in the real society as"Socioscientific Issues"?"SSI"for short?.In Taiwan,this is also known as the"Socially Acute Problem"?"SAQ"for short?[1].There are two reasons to cause,this kind of problems as follows:on the one hand,due to the technology itself has some defects,on the other hand,different individuals or groups have different life experiences,social backgrounds,moral concepts and values,so they have different positions and perspectives when faced with the same issue and often mired in controversy or dilemma.Developing SSI discussions,debates,and argumentations among middle school students not only can promotes students'understanding of science and technology knowledge,understand nature of science,form a good moral quality,but also can effectively promote students'non-formal reasoning ability.Therefore,it is of great realistic significance to study how to effectively carry out SSI teaching,and due to biology is closely related to real life,it has become the preferred discipline for SSI teaching.Based on the lack and immaturity of Socioscientific Issues in Chinese high school biology textbooks,it has become a major obstacle for teachers to carry out SSI teaching.In this study,biology textbooks were used as the research object.The“Biology·The Dynamics of life”was selected to compare with the Chinese People's Education Edition high school biology textbooks,and the"Biology·The Dynamics of life"had obvious characteristics of SSI writing,and it was the mainstream science textbook for American high schools.The first chapter introduced the reasons for choosing this topic,significance of the study,research objects,research methods and research framework of this paper.The second chapter expounded the concept of Socioscientific Issues and Informal Reasoning,summarized the classification and selection of SSI,the origin and development of SSI teaching,teaching mode and teaching strategy at home and abroad.The third chapter analyzed the contents related to SSI in two high school biology textbooks to curriculum standard in China and the United States,including the general goals of the curriculum,the emphasis of curriculum standards for science,technology and society,and the relevant provisions of SSI.Through comparative analysis,it was found that the National Science Education Standard in the United States and the Ordinary High School Biology Curriculum Standards?Experimental Manuscript,2003 Edition?were all aimed at improving students'scientific literacy.The difference was that"American National Science Education Standards"focused on the society,focusing on the use of science and technology to solve personal and social problems,and considered that science and technology were only a way to adapt to society and solve problems,and attached great importance to the role of social science issues in improving students'scientific literacy.The contents of"Science in Individuals and Society"clearly specify the contents of social science topics that need to be cultivated in K-12.However,the"Ordinary Senior High School Biology Curriculum Standard?Experiment Manuscript,2003 Edition?"focused on science and technology,emphasizing the great role of science and technology in the society,saying that science and technology are primary productive forces,SSI-related content was not clearly defined yet.The fourth,fifth,sixth chapter focused on the detailed comparison and analysis of the similarities and differences in terms of the number of Socioscientific Issues,the layout of columns,types and presentation methods in the two sets of high school biology textbooks in China and the United States.In terms of quantity:the average number of SSI in American textbooks was3-4 per volume,which was in line with the quantity requirements of 2-3 per volume proposed by Prof.Lin Shusheng,while the number of SSI in Chinese high school biology textbooks was obviously insufficient.For column setting,SSI in American textbooks were mainly located in the“Biology and Society”section at the end of the chapter.However,the SSI in Chinese high school biology textbooks had no fixed positions,either in the form of small words in the subsections or in the form of assignments at the end of subsections.In the third edition of the teaching material of the People's Education Press,a special topic was devoted to the introduction of SSI,and there are no American textbooks.In terms of SSI classification,The SSI in American textbooks is mainly a global issue,and there are also some issues in the United States;the SSI issues in Chinese textbooks were all global issues,lacking national and regional issues,and the topics of resource used methods in the two sets of textbooks were insufficient.In terms of presentation methods,relevant content of non-formal reasoning ability was added to the American teaching materials.The presentation method was highly compatible with the SSI teaching model.The teaching materials also provided students with information related to the topics through web links.The teaching strategies adopted various methods such as debates,scientific writing,lectures,and surveys.However,the teaching materials of the People's Education Press did not add relevant content to the students'non-formal reasoning ability training,and some topics lacked background information and did not provide students with information related to the topics.The teaching strategies were mainly discussions,but there were also debates.Surveys,scientific writing,and other forms.In the seventh chapter,based on the comparative analysis of the social science issues in the two sets of high school biology textbooks in China and the United States,combining with the experience of the SSI curriculum design in relevant research in Taiwan,the three topics of the PEP electives four“you need a gene”The"Issue?"topic is adapted and used in teaching practice to provide reference for first-line teachers to develop SSI teaching.In the end,this thesis compared and analyzed the social science topics in the biology textbooks of China and the United States in order to provide some useful suggestions for first-line teachers to compose SSI teaching materials and execute SSI teaching practices:Ensure that 2-3 SSIs are taught per semester;Sources of SSI should be diversified and issues with local Chinese characteristics should be added;The SSI presentation mode should adapt to the SSI teaching model and diversify the teaching strategies;The use of web links provides students with information related to the issues;teachers also should pay attention to SSI teaching. |
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