Comparative Analysis Of The Special Topic "Biological Evolution" In Old And New Edition Of Senior High School Biology Textbook Published By The People’s Education Press

With the advancement of curriculum reform,new textbooks guided by the new curriculum standards were put into use throughout the country from September 2019.As the principal basis for teachers’ teaching and students’ learning,the importance of textbook in teaching is self-evident.How to teach with different "textbook" and take the use of the new edition of the text book as an opportunity to improve teaching ideas,teaching methods and realize the cultivation of students’ core literacy of biology is an important methodological issue to be studied and solved in senior high school biology teaching.Based on the unique educational value of biological evolution contents in high school biology curriculum and the significant increase of length and status of this part in the new textbook,twe selected the special topic of "Biological Evolution" in compulsory 2 of the new textbook for in-depth comparative research with the old textbook,and fully investigates the situation of front-line biology teachers teaching evolution with the new textbook in high schools in the form of questionnaire.The current teaching situation and problems reflected in 142 questionnaires were statistically analyzed and summarized.On the basis of detailed comparison,investigation and analysis,two chapters with great changes in knowledge content in the new textbook were selected for development of teaching cases to provide reference for teaching of the topic of "Biological Evolution".First of all,textbooks are the blueprint and basis for teachers to carry out teaching,the direct learning object of students,and the medium for understanding the course content and achieving the course objectives..The change of the content of "Biological Evolution" in the new textbook plays an important role in cultivating students’ core literacy of biology.Based on the new curriculum standard,this paper selected Chapter6 "Biological Evolution" of the new compulsory textbook 2 "Genetics and Evolution" published in 2019 and Chapter 7 "Modern Biological Evolution Theory" of the old compulsory textbook 2 published in 2004 by the People’s Education Press for comparison.According to the law and demand of biology teaching in senior high school,this paper summarized the changes of the topic of "Biological Evolution" in the new textbook from five aspects: compilation structure,knowledge content,column setting,exercise design and illustration layout: 1.Adds a new section of " Evidence for Organisms Having Common Ancestor" in the knowledge content,rearranges the original two sections into three sections on the basis of inheriting the old textbook,and adds the concept and characteristics of adaptation,emphasize that adaptation is the result of natural selection,and fully reflects the compilation idea of paying attention to cultivating students’ concept of evolution and adaptation in the new textbook;2.The column setting is further enriched and optimized.Compared with the old textbook,the new textbook adds six "Thinking · Discussion",one "Exploration · Practice",two "Critical Thinking" and one "Inter-discipline " in this chapter,reflecting strong theoretical and speculative nature,which is conducive to the development of students’ scientific thinking;3.The newly added experiment of "Exploring the Selective Effect of Antibiotics on Bacteria" requires students to find evidence by themselves,so as to master the basic ideas and methods of scientific inquiry and improve their practical ability;4.The exercise design clearly points to social responsibility.This chapter creates a large number of scenes closely related to life,such as discussing the increase of bacterial drug resistance and the construction of culverts on the Qinghai Tibet railway,so as to guide students to use their knowledge to solve practical problems.To sum up,the revision of the topic of evolution in the new textbook is guided by the core literacy,fully implements the requirements of the new curriculum standard,and completes the transformation of intention and knowledge system: from introducing various evolution theories to demonstrating that evolution is happening,and then further exploring the causes and mechanisms of evolution.But at the same time,we should also see the debatable points of the new textbook: 1 "Genetic Drift,Migration and Non-random selection" were not included in the course when introducing the variation factors of population gene pool;2.The whole chapter does not clearly give the concept of "evolution,natural selection,genetic balance" and other abstract contents;3.The newly added section " Evidence for Organisms Having Common Ancestor " is prone to low-quality demonstration in actual teaching,and the textbook needs to properly present the arguments and evidences of different evolutionary theories.Secondly,through a written questionnaire,we investigated the current teaching situation of front-line biology teachers in high schools in Wuhan using the new textbook to teach evolution,and found that most of the teachers approve the compilation results of the new textbook evolution topic,but under the new structural system of the new textbook "Biological Evolution",teachers’ teaching does not reflect the corresponding changes and adaptability,and presents the following problems.On the one hand,some teachers lack a comprehensive and systematic understanding of evolutionary biology,and they also have misunderstandings about the difficult problems in evolution.On the other hand,most of them are still in the transition stage between old textbooks and new textbooks,and there is no in-depth study and full excavation of the revised contents and added columns.Finally,based on the cultivation of students’ core literacy in biology,based on the above research,analysis and research data,this paper selected the parts with great changes in the chapter of "Biological Evolution" in the new textbook,and carried out teaching design around "Textbook Analysis and Learning Situation Analysis","Teaching Objectives and Difficulties","Teaching Strategy","Teaching Process" and "Teaching Introspection",and put forward specific suggestions on using the new textbook to teach the chapter of "Biological Evolution" : 1.Change the teaching concept and aim at cultivating the concept of evolution and adaptation;2.Make good use of various columns,pay attention to students’ active participation,and take the development of scientific thinking and scientific inquiry ability as the purpose;3.Based on the Compilation Characteristics of this chapter of the new textbook,strengthen the application of argumentation teaching and inquiry teaching in the classroom;4.Handle the relationship between mainstream views and other views in evolution,and lead students to objectively understand various evolutionary theories.In summary,this study took the lead in completing the systematic comparison of the evolution curriculum content between the new textbook published in 2019 and the old textbook published in 2014 by the People’s Education Press,so as to serve the revision and reform of the evolution curriculum content in the future;According to the actual teaching situation reflected in the questionnaire,we developed teaching design,put forward new ideas and practical suggestions for teachers’ evolution teaching,hope to promote the progress of biological evolution education in China to a certain extent.