A Comparative Study Of "Scientific Writing" In Chinese And American Junior Middle School Biology Textbooks

Students begin to learn writing from the beginning of education.They need writing skills not only in the learning stage,but also in life."Writing" is a necessary skill for people to learn and live at this stage.At present,the scientific writing level of middle school students in China is generally low,and they are better at doing objective questions than subjective ones.The progress of science requires researchers to do scientific writing,but most college students have different degrees of errors when they finish their graduation thesis.This situation has a lot to do with the lack of scientific writing practice when they are young.The cultivation of writing ability of biological science also plays an important role in the growth of students.This study takes biology textbook of compulsory education in China and Science Explorer textbook of American junior high school as the research object,and investigates the writing level of biological science of junior high school students in China,using literature research,comparative research,questionnaire survey,job analysis and other research methods.The comparison between Chinese and American textbooks is mainly to compare and analyze the contents related to scientific writing in the textbooks from three aspects: number,presentation form and distribution position,and draw the similarities and differences between the two textbooks.The current situation survey uses the way of combination of homework analysis and questionnaire survey to get the writing level of junior high school students' Bioscience,analyzes the reasons for their low writing level of Bioscience,and combines the advantages of Chinese and American textbooks,so as to provide reference for teachers to better improve students' writing ability in teaching activities.Through the research,it is found that both sets of textbooks have exercises related to scientific writing.In terms of number,the total number of columns related to "scientific writing" in the "scientific Explorer" textbook in the United States is far more than that in the junior high school "biology" textbook in China.In terms of number,American textbooks pay more attention to the training of "scientific writing",but in terms of rationality,too many American textbooks are not easy to implement,and the number of Chinese textbooks is less easy to implement.In terms of types,the Chinese and American junior high school biology textbooks are relatively rich in content,and most of the types of writing involve two sets of textbooks with little difference.In terms of location distribution,American textbooks have a special column of "scientific writing",and the contents of scientific writing are also involved in other columns of the textbooks.Chinese textbooks are almost only in exercises.This arrangement of American textbooks ensures the training of scientific writing content to the greatest extent,which is easy to be ignored by teachers and students in junior high school biology textbooks in China.Students' writing level of Bioscience is poor,which is mainly related to students' attitude,students' bioscience literacy(professional level),and teachers' clear prompts when assigning homework.By learning from the advantages of American textbooks,it can provide reference for improving students' writing ability of Biological Science in biological teaching.In terms of teaching materials,1.Add a special column of "scientific writing";2.Diversify the presentation of scientific writing content;3.Expand the distribution of scientific writing related content in the teaching materials.In terms of teachers' teaching,1.Teachers should fully understand the educational value of scientific writing;2.Teachers should improve their comprehensive quality,especially their scientific writing level;3.Try to explore the teaching mode of integrating scientific writing into middle school biology teaching.