Research On The Content And Teaching Suggestions Of "activity" In The High School Biology Textbooks Of The 2019 And 2004 Editions

The basic education curriculum system advocates an inquiry-based learning method.In the new round of basic education curriculum reform,"scientific inquiry" has become one of the core literacy of biology disciplines stipulated by the curriculum standards,it is an important training goal.The cultivation of students’ scientific inquiry ability depends on carefully created activities to be realized.In 2019,the Human Education edition of the general high school textbook was updated.The new edition of the biology textbook has increased the content ratio of thinking from the perspective of education value and weighing consciousness,focusing on the development of activities.Under the guidance of the spirit of the new curriculum standard,activities are not only an important part of the new edition of the textbook,but also the main way to cultivate students’ core literacy.The purpose of this article is to compare the content of activities in the textbooks of the 2019 and 2004 editions,and summarize the changes in the content of the new edition of the textbook(2019 edition),proposed targeted teaching suggestions and corresponding teaching cases,to help high school biology teachers accurately grasp the essence of scientific inquiry,and effectively carry out the teaching of activities in the textbook.Through consulting the literature,this article theoretically explains the meaning,characteristics and basic links of "activity" and "scientific inquiry",and analyzes the requirements of high school biology curriculum standards for "activity" content.On this basis,the content analysis method is adopted to establish an analysis category system.Take the textbook "Molecules and Cells" as an example.Firstly,a comparative study of the old and new edition of the textbooks in terms of the number of activities,the presentation form,type,the type of knowledge involved in the content,the focus of skills,the level of thinking,and the level of openness,etc.Then,from the micro level,the specific activities in the two editions of textbooks is compared,explaining the additions and deletions of activity in the new edition of the textbook,as well as the revisions and changes of the two main activity columns of "Thinking and Discussion" and "Inquiry and Practice".Through macro-level and micro-level analysis,summarized the common characteristics of the activities in the old and new edition of the textbooks:(1)There are rich types of activities,mainly three types of activities: communication activities,in-class activities,and partial exploration;(2)The types of knowledge involved in the activities are mainly based on biological core knowledge;(3)The level of openness of scientific inquiry of activities is rich,but the first and second levels are the main ones.The textbooks do not reflect the characteristics of increasing levels of activity openness;(4)The focus of activity training skills is relatively single;(5)The setting of activity questions is mainly based on prompt questions,followed by gradual questions,the number of open questions is the least.At the same time,summarized general change of activities in the new edition of the textbook:(1)The new edition of the textbook integrates the activities in the old edition of the textbook,and the number of activities and presentation methods are reduced;(2)Some activities that are difficult to implement and uncontrollable are reduced;(3)The autonomy and selectivity of activities are increased,and the openness of activities is reduced.The activity setting pays more attention to the training of students’ inquiry ability in one or several aspects;(4)The activity focuses more on the key learning content,updates the information in all directions,improves the problem setting,optimizes the inquiry link,(5)Strengthens the training of problem awareness.Based on these characteristics and changes,it provides a factual basis for teachers to use the new edition of the textbook for teaching.Therefore,in order to adapt to the new changes,this article combines the relevant requirements of high school biology curriculum standards,and supported by corresponding teaching cases,the following teaching suggestions are put forward :(1)Selectively adapt and increase the content of activities to prevent the immobilization of the inquiry process;(2)Pay attention to the gradient of the activity arrangement and provide a variety of open-level activity attempts;(3)Strengthen the training of scientific inquiry skills Comprehensiveness;(4)Pay attention to the cultivation of students’ thinking ability;(5)Pay attention to the improvement of teachers’ own professional ability.Finally,based on five teaching suggestions,a questionnaire was compiled in five dimensions,and a survey was conducted among high school biology teachers,the feedback information from teachers on the teaching suggestions was obtained.Regarding the teaching suggestions put forward by the new edition of the textbook,most teachers agreed and completely agreed with the opinions,and a few held inaccurate opinions,and it was concluded that the respondents basically agreed with the teaching suggestions.It provides a reference for the implementation and implementation of the recommendations,and also supports the feasibility of the teaching recommendations based on changes in the content of the textbook activities.At the end of the thesis,it summarizes the common features of the activity content in the old and new edition of the textbooks,the main changes in the activity content of the new edition of the textbook,and the corresponding teaching suggestions.At the same time,I reflected on my shortcomings in scientific research and paper writing,and proposed the direction of future efforts.