中学生物教材中的模式生物

中学生物学教学是一种科学化、大众化、普及化的教学,它的目的之一是培养中学生对生命现象及其生命活动规律研究的兴趣,对丰富多彩的生物界的热爱之情.在教材中大量列举模式生物,是为了让学生了解最基本的生命元素,能够把感性材料升华到理性的思考.对模式生物研究已经臻于完美,无论是形态、结构、生理,还是基因、作用、价值,人们都已知之甚多,所以作为生物教学的典型内容,它们当之无愧.学生也可从这些模式生物的学习中,窥得一般的生物科学规律,领悟到生物教学的精神所在.     

Prevalence,function, and structure of photographs in high school biology textbooks

Photographs are a major aspect of high school science textbooks, which dominate classroom approaches to teaching and learning. It is thus surprising that the function of photographs and their relation to captions and texts have not been the topic of analysis. The purpose of this study was to investigate the prevalence, function, and structure of photographs in high school science. Our motivating research question was, “What can students learn from textbooks when they study photographs?” To answer this and several subordinate questions, we selected and analyzed four Brazilian biology textbooks. We focus on the use of photographs and the relation among them, various types of texts, and the subject matter presented. Our analysis reveals that the structural elements of text, caption, and photographs and the relations among them differ across the textbooks and at times even within the same book. This, of course, will influence readers' interpretations of the photographs changing their role in the text. The results of our study have implications for textbook authors and textbook readers. We suggest that future studies may focus on students' and teachers' interpretation of photographs in real time. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 1089–1114, 2003     

浅析美国中学生物教科书中的几个模型构建

选择美国中学生物教科书中的三个模型构建：做出正确的预测、大自然在选择、广口瓶里的世界等进行介绍、评析。     

简析高中教材中生物培养技术

高中生物课本所涉及的生物培养技术涵盖范围是非常广范的,其中常见的有:微生物培养技术、无土栽培技术、植物组织培养技术、动物细胞培养技术等。由于这些技术常与生物科学研究的热点相联系,如:     

高中教材重点实验复习

1.有时候,由于实验材料用品所限而需要设法替代。下列各项中正确的是()A.做植物细胞有丝分裂实验时,可用蒜叶代替洋葱B.做植物细胞质壁分离和复原实验时,可用质量分数为30%的食盐溶液代替30%的蔗糖溶液C.做叶绿体色素提取和分离实验时,可用乙醇代替丙酮     

浅析高中生物教材中与显微镜有关的实验

在高中生物教材（人教版）的15个实验、5个实习、6个研究性课题及第三册新增加的3个演示实验中,共有8处涉及到了显微镜的使用。不难发现：让学生学会正确使用显微镜,对提高学生的实验能力来讲至关重要。为此,笔者将教材中与此相关的实验实习内容进行了小结,以便与大家讨论学习。     

A method for analyzing the coherence of high school biology textbooks

Because textbooks have the potential to be powerful catalysts for improving science teaching and learning, having reliable methods for analyzing important textbook features, such as their coherence, is essential. This study reports on the development of a method in which trained reviewers, following a set of guidelines defining the ideas to be learned and connections among those ideas drawn from relevant maps published by the American Association for the Advancement of Science in the Atlas of Science Literacy (2001), were able to analyze the degree to which four widely used high school biology textbooks provided students and teachers with a coherent account of the important topic of matter and energy transformations in living systems. The study method was found to produce consistent results across reviewers and textbooks and can serve those who evaluate, design, and use science curriculum materials. This work represents an important first step in meeting the need for methods to measure, characterize, and, ultimately, to improve textbook coherence. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47: 47–70, 2010     

Bodily experiences in secondary school biology

This is a study of teaching about the human body. It is based on transcribed material from interviews with 15-year-old students and teachers about their experiences of sex education and from recordings of classroom interactions during a dissection. The analysis is focused on the relationship between what students are supposed to learn about the biological body and their expressed experiences and meaning making of bodies in the schoolwork. The results indicate that the negotiations associated with the encounters between the bodies of the classroom (student, teacher, and animal bodies) are important for what directions meaning making takes and what students are afforded to learn about bodies, biologically as well as in terms of values. We suggest that these negotiations should be taken into account at schools, be regarded as an important part of the learning processes in science education and in that way open up for new possibilities for students’ meaning making.     

Problem solving in Swedish mathematics textbooks for upper secondary school

The aim of this study is to analyse how mathematical problem solving is represented in mathematical textbooks for Swedish upper secondary school. The analysis comprises dominating Swedish textbook series, and relates to uncovering (a) the quantity of tasks that are actually mathematical problems, (b) their location in the chapter, (c) their difficulty level, and (d) their context. Based on an analysis of 5,722 tasks from the area of calculus, it is concluded that the textbooks themselves contain very few tasks that can be defined as mathematical problems, and that those that are mathematical problems are found at the end of a chapter at the most difficult level, and are presented in a pure mathematical context. Implications are discussed.     

高中生物学教材中与性别相关的遗传问题

本文对高中生物学教材中与性别有关的知识点进行了归纳,包括性别决定、性别分化、伴性遗传和从性遗传等。     

中美生物学教科书呈现方式的比较

作者对美国教科书和中国教科书在呈现方式上作了比较。美国教科书选用的是浙江教育出版社出版的《科学探索者》丛书。该书是根据美国第一部科学教育的国家标准《美国科学教育标准》，在美国本土50个州4200所学校普通使用的综合性自然科学教科书。中国教科书选取的是人民教育出版社的七年级下册的《生物学》(简称《生物学》)。因为两种教科书在编排上有较大差异，在此选取内容相仿的“人体的消化与吸收”章节进行比较。     

Representations of indigenous knowledges in secondary school science textbooks in Australia and Canada

In recent years there has been a growing recognition that presenting principally western perspectives in science texts is a form of ethnocentrism, racism or cultural imperialism. In order to address this problem, a number of science texts have appeared which attempt to incorporate greater diversity of knowledge types. This paper employs discourse analysis techniques to examine the approach taken to minority group knowledges in two recently published sets of junior secondary science texts, one used in Australia and the other in Canada, with a specific focus on the incorporation of indigenous knowledges into the texts. An evaluation is provided on the kinds of indigenous knowledges incorporated in the texts and the strengths and weaknesses of the approaches used.     

Content analysis of inquiry-based tasks in high school biology textbooks in Mainland China

Since inquiry was first introduced to science education, a lot of inquiry-based tasks have appeared in textbooks for supporting an inquiry-based approach. These tasks have great potential to direct the implementation of an inquiry-based approach, as teachers rely heavily on the use of existing instructional materials in most K-12 classrooms. However, these tasks would not actually take effect unless they could accomplish the mission of assisting in the achievement of the educational goals of an inquiry-based approach, for which it is necessary to assess the design quality of inquiry-based tasks in textbooks. Content analysis is an effective way to evaluate the design quality of textbooks. This study adopted the instrument – the Inquiry-based Tasks Analysis Inventory (ITAI), which fits the purpose and has strong reliability and validity – to analyse the inquiry-based tasks in current high school biology textbooks in Mainland China. The results show that (1) some of the inquiry-based tasks separate the inquiry process from scientific content, (2) current textbooks do not present balanced dispositions to use inquiry process skills, and (3) inquiry-based tasks in current textbooks do not reflect a proper understanding about scientific inquiry. The findings call for revisions of inquiry-based tasks in textbooks and indicate the ambiguous understanding about inquiry that may be held by the textbook authors. What is more, the problems revealed by this study are very similar to those found in previous studies in other regions, which highlights the need for continuous attention to the evaluation of inquiry-based tasks in textbooks.     

Imagining the past: the use of archive pictures in secondary school history textbooks

This article examines the use of archive pictures (paintings, photographs and engravings) in school textbooks, in the controversial setting of the Key Stage 3 (11–14) and Key Stage 4 (14–16) topics of the American West and the Native Peoples of North America, where pictorial images have created powerful stereotypes. Attention is drawn to the 1994 Schools Curriculum and Assessment Authority's report on history textbooks, which criticized the lack of supporting information for archive pictures. Textbooks written prior to the 1994 report are contrasted with those written since. It is noted that despite the report and recent historical interest in the study of representations, there has been little improvement in textbook design. The methods of analysis that should be used on paintings, photographs and engravings are explained in some detail, and the effect of not providing the essential background for pupils to develop a reasoned discussion of their value as historical evidence is demonstrated through a number of case-studies. Finally a checklist is provided for authors, publishers, teachers, trainee teachers and teacher educators to help them incorporate essential background material, in order to ensure that pupils can bring the same critical awareness to pictorial images as they have become accustomed to with written sources.     

《中学生物学》杂志电子版征订启事

激素(hormones)又称化学信使,是特定细胞合成的能使生物体发生一定反应的有机分子。它们的作用力很强,很低的浓度就能引起很强的反应。它们在细胞中存在的时间不长,在细胞中不能积累,很快就被破坏。植物的激素,一般都是从生长旺盛的组织,如茎尖和根尖的分生组织产生的,它们没有高等动物所具有的专门分泌激素的内分泌腺。植物体内除生长素     

A study of the relationship between concept emphasis in high school biology textbooks and achievement levels

A two part study investigated any relationship between student achievement and textbook content as well as any impact of a national project's recommendations on textbook content. First, analyses of student responses to biological items on the 1977 National Assessment of Educational Progress's survey of science showed a direct, linear relationship between achievement level and concept emphasis in biology textbooks. Second, a comparison between biology textbooks, published a decade apart, indicated significant changes in the degree of emphasis placed on 10 commonly accepted conceptual areas. Closer examination revealed that change in the amount of emphasis in one conceptual area, Growth and Development, was responsible for the significant difference found. Generally, the recommendations of the biology project were not reflected in the newer textbooks.     

Social issues in high school biology textbooks: 1963– 1983

Twenty-two high school biology textbooks published between 1963 and 1983 were analyzed for their treatment of social issues. Textbooks were selected from among those used most frequently by teachers and/or having the highest sales. The textbooks were read in random order and the amount of space, to the nearest tenth of a page, devoted to each social issue was expressed as a percentage of total length of text. The results showed that attention to social issues decreased between 1963 and 1983 in the textbooks studied. The implications of these results for biology education in the 1980s are discussed.     

A comparative analysis of analogies in secondary biology and chemistry textbooks used in Australian schools

To aid the explanation of abstract science concepts, authors of textbooks employ learning tools such as analogies to help students learn. Analogies are believed to allow new material to be more easily assimilated with students' prior knowledge by linking it to their previous experiences. Continuing research on analogies in science textbooks and science teaching is providing a clearer picture of the types of analogies that are available (Duit, 1991), their ranges of presentation style (Curtis & Reigeluth, 1984; Thiele & Treagust, 1992), and their efficacy to effect students' conceptual understandings (Harrison & Treagust, 1993).     

谈课本插图在高中生物学复习中的运用

为了更有效地开发和利用课本插图这种课程资源,对高考复习中课本插图的运用作了一些尝试。