Excuse me, what version of the textbook is used in junior high school biology in Yuexiu District, Guangzhou? thank you

Our junior high school biology in Guangzhou uses the textbook of Soviet education edition. The following is a detailed explanation.

The Biology Curriculum Standard for Full-time Compulsory Education (experimental draft) (hereinafter referred to as the standard) highlights the educational and teaching concept of people-oriented and harmonious development between man and nature, pays attention to the development of students and the needs of society, and reflects the latest progress of biological science and technology more; Pay attention to students' existing life experience, emphasize students' active learning and increase practical links. The current versions of Biology textbooks in the compulsory education stage strive to reflect these requirements of the standards. Each version of the textbook is compiled around 1 topics of biology courses in compulsory education, and all of them have their own strengths and characteristics. In the new curriculum reform, what kind of teaching materials should be the same, and the key is to implement the requirements of standards in teaching. How to use teaching materials according to the standard instead of the traditional "teaching" teaching materials, the author has made a useful exploration in the experimental practice of curriculum reform in recent years.

1 take the advantages of various versions of teaching materials, and we can use them

There are many versions of teaching materials, but it is impossible for schools in various regions to choose multiple teaching materials at the same time, and only one of them can be selected according to the requirements of standards and the actual situation in the region. It is also a good thing to have more textbooks. When preparing lessons, I can take one book as the main one and take the advantages of various versions of textbooks for my use. Therefore, it is necessary to study the characteristics of various versions.

1.1 The main features and advantages of Jiangsu Education Publishing House's biology textbook (referred to as "Jiangsu Education Edition")

Each chapter has tips on learning objectives, and the guide map design is distinctive in theme, rich in content and concise, which is unique to Jiangsu Education Edition. The design of after-class exercises is unique, scientific and reasonable, which can be designed in layers according to the actual situation of students, with self-evaluation, thinking expansion, extracurricular exploration, etc., with rich levels, diverse forms and novel topics, which not only takes into account the learning situation of most students, but also takes into account some students who have spare capacity. The teaching content is closely related to the current scientific and technological trends, with a strong sense of the times and fast knowledge updating. Every year, the teaching materials are updated (with pictures and contents). The content is close to the students' reality: life, easy access to experimental materials, diverse forms of inquiry activities and strong operability. Textbooks are written with a small amount of words and concise language descriptions, giving teachers room for creation. The textbook is vivid and lively, student-oriented, which reduces the difficulty and focuses on cultivating students' abilities in all aspects (inquiry ability, information collection ability, data analysis ability, experimental observation ability and hands-on ability, etc.).

1.2 main features and advantages of the biology textbook of People's Education Publishing House (referred to as "People's Education Edition")

The textbook is novel in content and rich in pictures, which are more than those of Jiangsu Education Edition, and all of them are actually observed pictures (such as pictures of red blood cells, white blood cells, white blood cells devouring germs, etc.), as well as cartoon pictures. The teaching content is rich and the system is complete. It is more logical. Several sections designed are suitable for students' study. Such as observation and thinking: combining with the reality of students' lives; Inquiry activities: providing knowledge background and strong guidance; Abundant materials provide students and teachers with a lot of materials and information, reducing the burden of finding materials after class. Beautiful language, after processing and tempering, permeates the artistic conception of literature and art, is readable, embodies emotions, attitudes and values, and pays attention to social hotspots such as environmental protection. The design of experiment, inquiry and other activities reflects the close connection between biology and life and the development of biology and science and technology. In terms of experimental material selection and inquiry activities, it is easy to select materials and has strong operability. There are more extracurricular reading materials added after class. The exercises are in-depth and extensive step by step, examining students' learning knowledge and application ability, and paying attention to students' comprehensive analysis ability and application ability. The topic is novel, innovative, comprehensive and difficult.

But the knowledge points in the textbook are comprehensive, too detailed and too deep. If you don't integrate and delete, every lesson will be taught, and the class hours will not be enough.

1.3 The main features and advantages of the biology textbook of Hebei Children's Education Publishing House (referred to as "Hebei Edition")

This textbook has six major sections: things around us, exploring, knowledge chain, discussion, practical application and thinking. The textbook actively explores the change of students' learning style, pays attention to students' learning process and emphasizes the cultivation of students' practical ability. Subject knowledge has a foothold, and the presentation of knowledge is summarized in detail through the summary after the activity. This is not found in other textbooks. The column of "Eye-opening" is designed to stimulate students' interest in learning and provide students with room for development. Illustrated with pictures and texts, the schematic diagram is cleverly and intuitively designed. The content selection of teaching materials focuses on the connection with production and life, especially in rural areas (poultry, crops, ornamental plants, animals, etc.).

However, there are too many knowledge points, too detailed and too deep in the textbook, and the requirements for knowledge objectives are too high, difficult and complicated. Some of the contents are outdated, such as experimental observation, observation of rabbits, observation of roundworms, pork tapeworms, making plant specimens and insect specimens.

1.4 The main features and advantages of the biology textbook published by Beijing Normal University Press (hereinafter referred to as "Beijing Normal University Edition")

It is systematic and rich in historical materials, and introduces many biological scientists and their classic experiments. For example, the experiment of Italian doctor Francisco Reddy and the experiment of "Goose-neck flask" by French scholar Pasteur (eight times). The sections are layered and the pictures are clear. Each chapter has several sections: learning objectives, knowledge points, thinking and practice, activities, small materials or extracurricular reading. According to the content of the textbook, the illustrations are highly targeted, novel, clear and lively. Each "activity" has a clear purpose, clear methods and is close to students' reality.

All the above-mentioned versions of textbooks have broken the compilation structure of traditional textbooks, and the presentation of knowledge is no longer as systematic as the previous textbooks, which reduces many complicated, complicated and difficult contents and greatly reduces the difficulty of students' learning. Because each edition of textbooks has its own characteristics, teachers should focus on one textbook in teaching practice, and other textbooks can be used as materials for reference when preparing lessons, so as to optimize teaching design, enrich teaching content and expand students' horizons.

2 Use textbooks according to standards

Before, we always taught according to the content and order of textbooks, as well as the syllabus and examination scope, and taught whatever was tested. If you don't change your educational concept, you will wear new shoes and take the old road, so that you will get a new version of the textbook and still teach it according to the old textbook and the old method. In order to reduce students' burden and reduce the difficulty of learning, some partial, complicated and difficult knowledge points have been greatly deleted from the new textbooks, while some teachers keep adding teaching content in the classroom for fear that some knowledge points have not been mentioned and students will not do well in the exam when they graduate.

To solve this problem, we must first change the previous teaching concept of "teaching materials" and make clear what teachers should teach students. This is actually a question of curriculum concept. As a biology teacher, we should teach students the method of lifelong learning through biology teaching, so that students can learn to live a healthy life, cultivate their innovative spirit, enhance their awareness of environmental protection, improve their biological science literacy, and form correct feelings, attitudes and values. This requires teachers to use textbooks according to standards. Textbooks are the carrier of knowledge and are used by teachers, instead of simply teaching textbooks. How to use teaching materials according to standards?

2.1 intensive reading standards, comprehensive analysis of teaching materials

junior high school biology curriculum content standards include 1 first-level topics, and each version of teaching materials is basically written according to these 1 topics. For example, the first volume of the seventh grade of Biology published by the Soviet Education Edition mainly has two themes (the structural level of organisms and green plants in the biosphere); There is only one theme in the second volume of the seventh grade (people in the biosphere); The first volume of 8th grade mainly has three themes (reproduction, development and inheritance of organisms, movement and behavior of animals, and healthy living; 8th grade's second volume mainly has two themes (biodiversity and biotechnology). In addition, two themes, biology and environment and scientific inquiry, run through the four textbooks. The theme of scientific inquiry includes scientific inquiry from the first volume of the seventh grade to the second volume of 8th grade, so as to cultivate students' scientific inquiry ability step by step. Biology and environment also run through the four textbooks, focusing on man and biosphere, highlighting the relationship between biology and environment.

The contents of the first and second volumes of the biology textbook for grade seven published by People's Education Edition are basically the same as those published by Jiangsu Education Edition. The contents of the first volume and the second volume of 8th grade are different from those of Su Jiao Edition (the contents of the two volumes are just the opposite of those of Su Jiao Edition). The arrangement order of teaching materials does not affect the implementation of standards. The key is to be familiar with the content of curriculum standards and make good use of teaching materials.

2.2 according to the teaching practice, reasonably adjust the sequence of teaching materials

take the first volume of the seventh grade of Jiangsu Education Press as an example to talk about how to use teaching materials. This textbook * * * has 3 units and 34 class hours: Unit 1 has 6 class hours-exploring the mysteries of life, which can be said to be the preface for students to get in touch with biology, mainly to let students know what the main contents of biology are? What's the point of learning Biology? What is the connection between Biology and our life? This part can stimulate students' curiosity to explore the mysteries of life and guide them into the hall of biological science. The second unit consists of 6 class hours, which is about the structural levels of organisms, from the structure and function of plant cells, human and animal cells to the composition of organisms. Unit 3, 22 class hours-Green plants in the biosphere, from seed structure, seed germination to plant growth, flowering and fruiting, describes the life of green plants, photosynthesis and respiration of green plants, and the role of green plants in the biosphere. From the analysis of the arrangement order of the teaching materials, the content is closely linked, from preface to method, from microscopic cell structure to macroscopic plants, and then to biosphere. In theory, there is no problem in teaching in this order. But in the actual teaching process, teachers will encounter many problems. The first is the season. Because the new school year basically starts in September every year. If teachers come to class in the order of compiling textbooks, it will be December when they get to the content about photosynthesis. At this time, the weather in Hefei, Anhui Province is already very cold, with little light and rainy days. At this time, it is difficult to complete the experimental exploration of photosynthesis producing oxygen and carbon dioxide, and photosynthesis producing starch. In addition, when it comes to the content of flowering and fruiting of plants, it has already entered November, and the flowers of plants have long since disappeared, so it is difficult for students to observe the structure of flowers. Therefore, in teaching practice, we can boldly try to adjust the teaching order of textbooks and arrange the teaching content reasonably according to the suitable seasonal weather (the specific arrangement is omitted).

this adjustment can take the first section of the first chapter as an introduction to biology class, so that students can understand the main contents of biology and stimulate their interest in learning biology. In the teaching of "instruments for exploring life" in the first section of the second chapter, let students know the microscope, learn to use the microscope initially, learn to make temporary films, and master some basic operating skills for observing the micro-world. The content of "Exploring the Methods of Life" can be combined with the teaching of "Discovery of Plant Photosynthesis", so that students can learn the general methods of scientific inquiry.

By transferring the contents about photosynthesis in Chapter 6 to the front, we can make full use of natural light energy and complete the experiments of "Green leaves produce oxygen under light", "Photosynthesis needs carbon dioxide" and "Green leaves produce starch under light". These experiments can't be completed if they are taught step by step and later. Two experiments, "Green leaves produce oxygen under light" and "Photosynthesis needs carbon dioxide", can be carried out by students at home and then verified in class.

The fifth section of Chapter 5, "Flowering and Fruiting of Plants", is also transferred to the front, so that flowers and fruits of some plants can be found in autumn, so as to dissect and observe the structure of flowers and fruits. There are seeds in the fruit, and then the germination of seeds and the growth of roots are also very logical.

in addition, some chapters can be merged. For example, the first and second sections of chapter 3 can be combined to learn the structure and function of plant and animal cells by comparative methods.

2.3 Expand the content of the textbook according to the standard

If you are studying the content of "Chapter 23 Biodiversity Protection and Chapter 26 Biosphere is the largest ecosystem" in the second volume of Biology Grade 8 published by Jiangsu Education Press, you can arrange a class time for students to access relevant materials online and arrange a class time for a speech contest. According to the learning objectives and learning contents, students purposefully search for information on the Internet and carefully prepare the speech contest draft. Through self-study and speaking on stage, students have a good knowledge of biodiversity and biosphere, enhanced their awareness of environmental protection, and improved their consciousness of caring for flowers, trees and small animals.

3 Change students' learning style and guide students to learn independently

To change students' learning style, teachers should first change their ideas, actively advocate inquiry learning according to the curriculum concept put forward by the curriculum standards, and provide students with various opportunities and platforms to actively participate in the teaching process, so that students can actively learn and practice. We have made the following explorations in teaching practice.

(1) Make a semester teaching plan and send it to students. This is to let students know in advance what they want to learn this semester and the teaching intention of teachers to adjust the order of teaching materials.

(2) Encourage students to learn first according to their own interests and hobbies. To this end, I sorted out the teaching contents under 8th grade, and adjusted the contents before and after. For example, the first unit of Baxia has the experimental content of brewing wine. It takes a certain temperature to make wine, and the disinfection of utensils is strict. Moreover, Baxia just started school (February), and the temperature is low. So, I put the content of this unit in the back, and at the same time, I changed the brewing of wine to making yogurt or fruit wine. Some students are interested in making yogurt and some students are interested in making fruit wine, so I printed and distributed information on how to make yogurt and fruit wine to the students. These students immediately set about making yogurt and fruit wine when they got home, and they were successful. At that time, when yogurt was made, the temperature was relatively low. The student made many times, summed up and explored the rules of making yogurt, and wrote a small paper on making yogurt. Another student wanted to make wine very much, but it was not the season when grapes were on the market. There were no grapes for sale in the market. He asked, I can't buy grapes now. Can I make wine with other fruits, such as apples? I am very happy with the students' questions, which is a good opportunity to guide students to study independently and explore actively. I am happy to say: you can try it. According to the principle of brewing fruit wine, I think it is possible. The student really made wine with apples when he got home, and reported the status of apples in the fermentation bottle to me every day. When the wine was brewed, he excitedly packed a small cup and brought it to school for me to taste. It was really delicious. Other students also scrambled to taste it and said they would do it when they went back. Later, I organized students to make yogurt in groups in the laboratory. At this time, the temperature was around 3℃, so I could make it the first day and taste it the next day.

4 adopt flexible and diverse teaching methods to stimulate students' interest in learning

in junior high school biology teaching under the new curriculum standard, students' learning should be independent, cooperative and inquiry-oriented, and the learning process is student-centered, while teachers play the role of "guidance" in students' learning process. According to the teaching content, guide students to study, explore, observe and experiment actively. In the practice of curriculum reform in recent years, we have explored various teaching methods, mainly