The following was e analysis result of high school textbook(biology) m e seventh curriculum.
1. It followed closely fundamental notions ; deleted nutrition, health, heredity and organized metabolism.
2. The total page of a life unit in each science ...
The following was e analysis result of high school textbook(biology) m e seventh curriculum.
1. It followed closely fundamental notions ; deleted nutrition, health, heredity and organized metabolism.
2. The total page of a life unit in each science textbook was like the followings. Textbook A was 23%, textbook B 21%, textbook C 21%, textbook D 23%, textbook E 19%, textbook F 22% and textbook G 22%, respectively.
The introduction part in related to the subject of the unit could variously carry out direct and experienced studies, providing cartoons, pictures, photos and questions which caused interesting and motives.
3. In terms of the level among textbook contents, the order was like an tissue and organ(38.1%), cell(26%), individual(12%), molecular biosphere(10.9%), molecule(1.6%), large group(1.0%), and the level was to need basic comprehension about the cell, and molecule, tissue and organ of life in biosphere.
Comparing the whole textbooks, the subject dealed with science as research, while it didn't deal with evolution and genetic permanence.
Because each textbook set up various research study to perform ingenuity and self-initiative study, reducing class hours as deleting heredity unit in the seventh curriculum.
The percentage of the subject of each textbook was the order like G, D, F, A, C, B and E. Comparing to the each subject, it was the order like science as research(31.8%), structure function(22.7%), regulation and homeostasis(18.9%), life and environment(11%), variety and unity, the biological basis of behavior, the history of life notion, genetic permanence, evolution.
4. The following was the times and proportion of research activity.
It writed down D(13/20%), C·G(11/17%), A(10/15%), B·F(8/12%), E(4/6%) in metabolism and A·D(11/18%), C·G(10/17%), F(9/15%), E(5/8%), B(4/9%) in stimulus & reaction in order.
In terms of the unit, it was the order like D(13/20%), C·G(11/17%), A(10/15%), B·F(8/12%), E(4/6%) in metabolism, A·D(11/18%), C·G(10/17%), F(9/15%), E(5/8%), B(4/7%) in stimulus and counteraction, and C(11/24%), F(9/20%), D·G(7/15%), A·B·E(4/9%) in generation.
As it supplied various realizable scientific research-activity in the classroom or laboratory, students studied scientific conception, principal with direct, and concreted experiences and operations. Also, they were understood the materials by reading and thinking the unable activity.
5. As the pictures and photos showed the cartoons in relation to subject and study materials and specific aims, it could motive the student's interest and study.
The pictures related to daily life, and it introduce fully the original picture about the human body and sense organ in the generation. And the cartoons and pictures express easily to understand and interesting.
Comparing to the total percentage, It is the order like D(118/17%), B·G(114/16%), F(95/14%), C(94/14%), E(83/12%), A(78/11%). But in terms of the each unit of the total textbook, 277% in stimulus and counteraction, 209% in metabolism, there wasn't differences.
6. Further & supplementation courses enabled the students to study science with self-initiative, creative through e discussion method to understand the materials-to get easily, table-not to handle in the main text, picture.
And as it also supplied the direct & experimental materials, the students could get the opportunities to close the science.