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生物学课程是高中阶段重要的科学课程,生物科学素养已经成为每个公民必备的科学素养。教材作为课程的重要组成部分,既直接反映了课程内容,又反映了课程设计中规定的学习方式,其质量直接影响到课程的质量,从而影响教育教学质量,最终影响到教学目标的实现。本文基于上海科学出版社出版的《高中生命科学教材高中第二册(试用本)》和加拿大BC课程《Biology 12-BC Curriculum Study Guide》两册教材,对其中“DNA及其功能”单元的教材内容进行了比较,分析两国教材的特点,并依据教材知识结构特点提一些优化教学过程和方法的建议。
Biology course is an important science course in high school. Biological science literacy has become an indispensable science literacy for every citizen. As an important part of the course, the textbook not only directly reflects the content of the course, but also reflects the learning methods stipulated in the course design. The quality of the course directly affects the quality of the course, thus affecting the quality of education and teaching and finally the realization of the teaching goal. This article is based on two textbooks of Biology 12-BC Curriculum Study Guide, which is published by Shanghai Science Press and published in the second volume of High School Life Science Textbook of High School (Trial Version) The content of the textbooks were compared to analyze the characteristics of teaching materials in the two countries, and based on the structure of the textbook knowledge structure to mention some suggestions to optimize the teaching process and methods.