A Comparative Study Of?Genetics And Evolution?between PEP And ZSTP Version Of High School Biology Textbook

The Curriculum Standard of Biology in General Senior Middle Schools(2017Edition)(hereinafter referred to as the "2017 Edition Curriculum Standards")puts forward the basic concept of "core literacy as the purpose",points out that students should adapt to the needs of future social development and personal life,and develop students' subject core literacy in terms of life concept,scientific thinking,scientific exploration and social responsibility.To achieve the requirements of the curriculum standards and better cultivate the core literacy of students,the way is to analyze the current biology textbooks so that teachers can clarify the content and design intent of the textbooks,and put forward targeted teaching suggestions in combination with the curriculum standards.It is of great significance to cultivate students' core literacy in biology.Based on the textbook writing suggestions and teaching suggestions in the "2017Edition Curriculum Standards",the teaching materials of the People's Education Press(referred to as PEP)and the Zhejiang Science and Technology Press(referred to as ZSTP)of the Genetics And Evolution textbook were prepared from the four aspects of writing structure,column settings,exercise settings and illustration design System comparison.The study found that:(1)In terms of structure,the overall structure of the two editions of textbooks is not much different,and they are written in the basic order of the "2017Edition Curriculum Standards." The structure of the chapter is centered on five parts: "the genetic basis of heredity","the molecular basis of heredity","the basic laws of heredity","mutation of living things" and "evolution of living things".(2)In terms of content,the ZSTP version of the textbook is more in line with the content requirements of the "2017Edition Curriculum Standards".The curriculum concept of "Content Focusing on Big Concepts" runs through the textbook and pays more attention to students' understanding and grasp of the big concepts.The core concept of the PEP version is more rigorous than that of the ZSTP version.(3)In terms of column design,the type and number of columns in the PEP version are far more than those in the ZSTP version.The columns such as "Science,Technology,Society" and "Critical Thinking" are more characteristic,and they value the connection between disciplines.But it also caused some columns to have similar functions;the prominent feature of the column design of the ZSTP version was that the purpose was clear,but the design of some columns ignored the connection between subject knowledge.(4)In the application of teaching evaluation methods,the number of exercises in the ZSTP version is relatively small,there is no design of chapters and exercises,and there is no comprehensive problem;The design of exercises in the PEP textbook is simple and clear,and students' mastery of basic knowledge,basic laws and other teaching contents is investigated.(5)In the selection of illustrations,the use of illustrations in the PEP version is more flexible and intuitive,not only in large quantity,but also in high definition;The ZSTP version of illustrations has higher professionalism,which can better reflect the scientific nature of illustrations.Combining the results of the comparative study of the two textbooks with the requirements of core literacy,the following suggestions are made:(1)Increase the content of protecting the environment and biodiversity,enrich scientific inquiry activities,and strengthen the connection between the biology department and other disciplines;(2)Teachers should pay attention to the guidance of students.While paying attention to the logic of the subject,they should also pay attention to the cognitive structure of the students;(3)In the classroom,teachers guide students to deepen their understanding of core concepts,and accurately grasp the two concepts of "genetic information controls biological traits and is passed down from generation to generation" and "biological diversity and adaptability are the result of evolution";(4)Attach importance to the cultivation of scientific thinking methods,guide students to closely integrate knowledge and life,and in the learning process,think more and observe more,consciously use what they have learned to explain life phenomena and solve practical problems.