Comparative Study On The Contents Of STSE Curriculum Between The People's Education Edition And Taiwan's Hanlin Edition High School Biology Textbook

STSE education is based on the mutual relationship between STS education science,technology and society,and the relationship with the environment has been further developed.In recent years,it has gradually become an important trend in the development of international science education.Biology subject curriculum is not only a carrier for delivering biological science and technology to students,as one of the important subjects of curriculum reform,as an important curriculum for scientific cultivation of students' core literacy,it has played an important role in the new curriculum reform.The original intention of integrating science,technology,society,and environment into teaching materials is to enable students to have a sensitive observation and a strong sense of social responsibility,to analyze the impact of the development and application of science and technology on human life,production and future development.Seek balance constraints with sustainable development.Understand the impact of scientific development on the biological environment and the role it plays in the deterioration of the earth's environment,and try to find a recipe for harmonious coexistence between social development and green ecology.Clarify the role and significance of biological knowledge in social issues,moral ethics,social development and environmental destruction,and clarify how to restrain each other and seek common development when science and morals compete.Therefore,it is very necessary to integrate STSE education into biological teaching,and textbooks are a necessary bridge between teachers and students in daily teaching,and are teaching and learning tools that teachers and students rely on.Therefore,infiltrating STSE education into textbooks Play a multiplier effect.Two mainstream high school biology textbooks from the People?s Education Edition of the Mainland and the Hanlin Edition of the Taiwan Region were selected as the research objects.The literature method,content analysis method,comparative analysis method and other research methods were used.First,the mainland biology curriculum standards(2017 version)were the same as those in Taiwan.Interpretation of the relevant requirements of the Biological Curriculum(revised edition 2013)for compulsory subjects in ordinary senior middle schools.On this basis,a multi-angle and multi-level comparative analysis of the content settings,presentation methods,column arrangements and other aspects of the STSE education integrated in the two versions of the biological textbooks was carried out,and the following conclusions were drawn:(1)The curriculum standards of the two places have incorporated STSE education concepts into the curriculum objectives,curriculum concepts,training methods,evaluation and other requirements,and reflect the requirements of penetrating STSE education ideas in the curriculum content(2)Both textbooks reflect the importance of penetrating the relevant content of "biological science and technology",but relatively neglect the theme content of "biological science and ecological environment" and "biological science and social issues".(3)Both textbooks have relatively neglected the proportion of "environmental education" themed columns or related content.(4)Both editions of biology textbooks have arranged the penetration of STSE education in the exercises,but the human education edition of the high school biology textbook exercises has relatively little penetration of the STSE concept,and is still mainly based on simple theoretical investigations.The exercises in the Hanlin version of the textbook are slightly simpler and should be supplemented accordingly.