The Comparison And Enlightenment Of Situational Materials In Chinese And American Senior High School Biology Textbooks

The national new curriculum reform and the new curriculum standard have made certain requirements for creating situations in teaching.The Guiding Opinions on Promoting the Reform of Educational Methods in Senior High Schools in the New Era issued by the State Council emphasized the need to deepen classroom teaching reform and actively explore interactive,heuristic,exploratory and experiential classroom teaching based on situation and problem orientation.The biology curriculum standard attaches great importance to the situation,and mentions "situation" many times in various parts such as the core literacy,curriculum content and implementation suggestions.Core literacy is defined as the quality and ability that students demonstrate when solving problems in real situations.The biology curriculum standard suggests that situations can be set in teaching to support inquiry learning,stimulate students’ thinking and compile teaching materials,and attention should be paid to the creation of situations to ignite students’ learning enthusiasm.Under the appeal of new curriculum and new curriculum standards,situational teaching mode is increasingly favored by front-line biology teachers.The application of situational teaching method in biology teaching is inseparable from the support of situational materials,and the collection,screening,processing and presentation of situational materials will all affect the effect of situational teaching.This study mainly adopts the methods of comparative study,statistical analysis and case analysis,focusing on the situational materials in biology textbooks,hoping to play a positive role in improving students’ learning style,promoting teachers’ innovative teaching mode and promoting the reform of textbooks and courses.First of all,based on the comparative analysis of the situational materials in the Chinese and American high school biology textbooks,the situational materials are divided into five types: scientific history situation,experimental situation,simulated situation,social hot spot situation and life situation,and different situational types are defined,and the distribution of different situational types in each chapter of the textbook is counted and analyzed quantitatively.Secondly,it compares different dimensions according to the presentation,application and characteristics of the situation.Summarizing the characteristics of situation creation in the two editions of textbooks,it is found that the two editions of textbooks are diverse in situation types,widely distributed in situations and rich in means of situation presentation.The source of situation is close to students’ life and comes from social hotspots,which highlights the characteristics of the times.The two editions of textbooks pay attention to the integrity and coherence of the situation and promote the achievement of students’ learning goals.Judging from the mobility and acceptability of situations,both versions of textbooks are good at connecting with students’ reality and paying attention to the training of students’ divergent thinking,but American textbooks pay more attention to the cross-integration between disciplines.Compared with American textbooks,the situation created by Chinese textbooks integrates Chinese excellent traditional culture with the help of ancient poems,poems and proverbs,which has far-reaching artistic conception and stimulates students’ strong interest in learning.Through research,it is found that the function of situational materials is not only to stimulate students’ learning motivation and enhance their sense of social responsibility,but also to guide students to build their own knowledge,promote students’ knowledge transfer and make knowledge visual and systematic.Based on the comprehensive comparison of the research results,this paper puts forward three strategies for the use of situational materials:(1)organizing the materials reasonably based on the learning situation;(2)Carefully create the situation around the goal;(3)Using technology to present the material vividly.According to the use strategy,the teaching case of situational materials is designed by taking the biology textbook Compulsory 1,Chapter 3,Section 2,Division of Labor and Cooperation between Cell Organs and Chapter 4,Section 1,Passive Transportation as examples,so as to help teachers build a situational classroom with situational materials.