A Comparative Study On The Cross-penetration Of The Content Of Biology Teaching Materials Between China And The United States

With the development of human society,science and technology are changing with each passing day,bringing a lot of convenience to people's lives,but more and more acute problems have appeared in society: population problems,health problems,environmental problems,security problems,etc.Problem solving is no longer achieved by a single discipline,and it is necessary to analyze the problem from the perspective of multidisciplinary to find a solution to the problem.Under such a social background,the form of subject integration and cross-disciplinary penetration of curriculum reform is becoming increasingly prominent.Textbooks are the main source of knowledge for students in schools and the main tool for teachers.This article analyzes and compares the contents of subject textbooks in junior high school biology textbooks in China and the United States,finds out the characteristics of textbooks in the two countries,and provides a reference for the deficiencies of textbooks in China.This article takes the biology textbook of junior high school published by the People's Education Press of China and the textbook of Science Explorer of the United States as the research objects,and adopts the research methods of literature analysis,comparative research,and illustration,etc.to make analysis and comparison from four aspects: the content source of interdisciplinary infiltration,the presentation mode of interdisciplinary infiltration,the significance of interdisciplinary infiltration,and the comparative study of interdisciplinary cases,and draws the following conclusions.The number of multidisciplinary intersections in junior high school biology textbooks in China and the United States is very large,which also reflects the general trend of multidisciplinary development.In terms of the source of cross-disciplinary content,the human biology version of junior high school textbooks has a uniform proportion of all subjects.Compared with American textbooks,it pays more attention to the intersection with history;The greatest number of intersections with literature and mathematics.In terms of the presentation of interdisciplinary infiltration,the interdisciplinary content of the human textbook textbooks is implicit in various places in the textbooks,and is not marked or explained;while the US version of the textbooks has set up corresponding columns in the catalog to explain the interdisciplinary The content,and there are hints or annotations in the text of the text,it is worth learning from.In terms of the significance of cross-disciplinary penetration,textbooks in both China and the United States pay attention to students' life experience,linking with the real life to cultivate students' interest in studying biology,improve students' ability to analyze problems,cultivate students' divergent thinking,and stimulate students' imagination.Force,integrate science,technology,and society's educational thoughts into teaching materials,and allow students to actively participate in social affairs.Taken together,the two countries penetrating into teaching in the subject has its own characteristics,compared with American cross-fertilization of subject teaching material content,the number of penetrating into subject content in textbooks in China and with new slower,less present in the form of logic is not strong,the expression of the content of interdisciplinarity is more formal,lack of affinity,but the two countries textbooks reflects "STS education" thought.Therefore,Suggestions for Chinese textbooks:(1)update the interdisciplinary content,select the content reflecting the characteristics of The Times;(2)with life and society as the material point,to increase the interdisciplinary content of the situation carrier;(3)to enhance the connection of the content of each subject,to build a unified and diverse teaching material system;(4)make the textbook layout more logical,add interdisciplinary features column;(5)highlight the purpose of interdisciplinary,and increase the content of interdisciplinary literature and mathematics;(6)Make the expression of interdisciplinary content have affinity.