Biology is a natural science based on experiments. The development of experimental teaching activities plays an important role in improving students' students' knowledge, ability and emotion. And good training in the practical exploration ability of junior high school students has a positive impact on future learning and development. Under the guidance of the biology curriculum standards in 2011, the 2012 People's Education Edition Middle School Biology Textbook was officially published and used in most parts of China. The revised version of the 2012 biology textbook has many differences in experimental teaching compared with the 2001 version of the textbook. Some experimental contents have been changed and improved. However, there are also experimental designs and methods available for reference in 2001 edition.
This study mainly adopts literature analysis, comparative research and case analysis. Under the guidance of relevant theories, firstly, it makes a comparative analysis of the 2001 and 2011 editions of junior middle school biology curriculum standards. On this basis, This paper makes a comprehensive analysis of the experimental parts of the 2001 and 2012 editions of Biology textbooks of the People's Education Press from the aspects of the overall arrangement and specific contents of the experiments, and combined with the experimental teaching practice of biology classroom, the representative experimental cases in the new and old textbooks are selected for comparative analysis. Concluded as follow:
In terms of the comparison of curriculum standards, the 2011 curriculum standards have added an overview of the nature of biological sciences in the nature of the curriculum. In the curriculum concept, the new curriculum standards have added a new definition of the concept of "scientific inquiry" in the section "advocating inquiry learning". In the general goal of the course, it is pointed out that students should initially form a sense of innovation in biology. In terms of the specific objectives of the course, the new curriculum standards add new requirements for students to have certain information identification capabilities in their ability goals. In terms of course content, the new curriculum standards have been revised and improved for specific content teaching activities, making the requirements of the activities more specific and operative.
In the comparison of the overall arrangement of the experiment, a variety of experimental columns were set in the two editions of the textbook. The “further exploration” and “role-playing” activities in the 2001 edition of the textbook emphasized the migration and flexible use of experimental methods by students. Experience the process of practice in the experience of the scene character. The "Trying" and "Simulation Experiment" columns of the 2012 edition of the textbook focus on the students' experience and methods of continually trying to improve their ability to explore and solve practical problems, and to realize the ability to innovate through the imitation of experiments in the process of simulation experiments. The total number of experiments in the 2001 textbook is 140, which is more abundant than the 120 in the new new textbooks.
In the comparison of the specific content of the experiment, the use of the main experimental objects and materials and tools in the new and old editions of the textbooks did not differ greatly. Some experiments of the new textbooks was improved on the basis of the original experimental materials. The 2001 version of the textbook is more complete in the safety education and background content of some experiments than the 2012 version of the textbook.The illustration design is more detailed and specific, which has certain enlightening effect on students' thinking
Biology is a natural science based on experiments. The development of experimental teaching activities plays an important role in improving students' students' knowledge, ability and emotion. And good training in the practical exploration ability of junior high school students has a positive impact on future learning and development. Under the guidance of the biology curriculum standards in 2011, the 2012 People's Education Edition Middle School Biology Textbook was officially published and used in most parts of China. The revised version of the 2012 biology textbook has many differences in experimental teaching compared with the 2001 version of the textbook. Some experimental contents have been changed and improved. However, there are also experimental designs and methods available for reference in 2001 edition.
This study mainly adopts literature analysis, comparative research and case analysis. Under the guidance of relevant theories, firstly, it makes a comparative analysis of the 2001 and 2011 editions of junior middle school biology curriculum standards. On this basis, This paper makes a comprehensive analysis of the experimental parts of the 2001 and 2012 editions of Biology textbooks of the People's Education Press from the aspects of the overall arrangement and specific contents of the experiments, and combined with the experimental teaching practice of biology classroom, the representative experimental cases in the new and old textbooks are selected for comparative analysis. Concluded as follow:
In terms of the comparison of curriculum standards, the 2011 curriculum standards have added an overview of the nature of biological sciences in the nature of the curriculum. In the curriculum concept, the new curriculum standards have added a new definition of the concept of "scientific inquiry" in the section "advocating inquiry learning". In the general goal of the course, it is pointed out that students should initially form a sense of innovation in biology. In terms of the specific
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