Comparison Of The Contents Of Five Versions Of High School Biology Textbooks Under The New Curriculum

The textbook serves as the fundamental material for teachers to execute teaching activities,and the fundamental task for teachers to conduct teaching research and classroom instruction is to analyze the textbook.However,in light of the current practical issues of limited teaching time and heavy teaching responsibilities in high school education in China,frontline biology teachers face a dearth of extra time,energy,and corresponding resources to compare and analyze the contents and connotations in different versions of textbooks.Following the promulgation of the new curriculum,each region has undertaken extensive research on core literacy,and every edition of the new high school biology textbook has been developed and published under the guidance of the new curriculum.In the format of "one standard,many books," each textbook edition has its distinct characteristics,and each region references numerous textbook versions to execute teaching activities as per teachers’ teaching and students’ requirements.This approach enables teachers to comprehend the teaching content comprehensively from diverse thinking perspectives and ensures that textbooks contain a plethora of teaching resources such as teaching cases and activities.Moreover,teaching materials encompass a range of teaching resources,such as teaching cases and activities,which augment teachers’ teaching methods and ideas.This paper centers on the presentation of core literacy in biology textbooks across various editions of high school biology.By means of horizontal comparison,we identify the features of new biology textbooks in the presentation of core literacy in biology and offer some recommendations for teachers’ use.(1)A literature review was conducted using the literature research method to clarify the current status of domestic and international textbook analysis in the field of biology.The review aimed to investigate the comparative study of textbooks and core literacy in biology.It was found that most of the studies focused on the comparative analysis of old and new versions of textbooks and two new versions of textbooks.To understand the current front-line biology teachers’ knowledge of using multiple editions of textbooks to integrate teaching and the cognitive status of subject core literacy in textbooks,the questionnaire method was used.The results revealed a gap between teachers’ cognition and practice of tapping the subject core literacy in textbooks.Moreover,the understanding and importance of other editions of textbooks were low.Based on a deep understanding of the connotation of the subject core literacy in biology and the method of textbook analysis,a textbook was defined as a unified standard of how to reflect each element of core literacy in biology.Statistical analysis of each element of core literacy in biology in the five versions of biology textbooks was conducted in sections to find out the characteristics presented by each version of textbooks according to the criteria.(2)A questionnaire survey was conducted to investigate and analyze the current status of core literacy in high school biology classroom and laboratory teaching.The survey was administered to senior class students in a high school located in Guiyang.The results of the survey revealed that students in the senior class may not possess adequate knowledge of the deeper connotation of core literacy in biology due to their limited knowledge level,thinking form,and age characteristics.Although students expressed enthusiasm for biology experiments,their ability to carry out experimental design independently was not fully developed.Moreover,students’ experimental design experience was limited,and their thinking was constrained by their age.Consequently,students were prone to unclear experimental design ideas and problems with the setting of experimental variables.Furthermore,the ability of students to apply the biological laws and concepts learned in the laboratory classroom to practical activities in life still requires further strengthening.(3)Based on an analysis of the characteristics of core literacy embodied in each version of the biology textbook,as well as a questionnaire surveying teachers’ current use of each version and the current situation and problems surrounding students’ core literacy in the classroom,this paper proposes a strategy for using multiple versions of biology textbook resources for integrated teaching.This strategy emphasizes adherence to biology curriculum standards and a student-centered approach that prioritizes students’ learning initiative,as well as integration based on teaching content.Drawing on the aforementioned research,this paper applies the proposed strategy to three sections in Compulsory 1 of Biology,integrating and optimizing the textbook contents of five editions based on the human education version of the textbook.Specifically,this paper addresses disciplinary core literacy,teaching ideas,student activities,and case use in order to design effective teaching practices.Ultimately,this research aims to provide teachers and students with practical and useful content for their work and study.