大概念视角下的生物教材插图的比较分析——以中德教材“遗传”部分为例

Comparative Analysis of Graphics in Biology Textbooks Based on Big Idea——Taking the Chapter of Genetics in Chinese and German Textbooks as an Example

新一轮的高中课程改革明确了大概念的核心地位从而推动学科核心素养的落实。实践中如何有效利用新教材插图体现大概念等问题仍有待解决。借鉴已有针对大概念的知识联系水平量表,形成分析插图的工具。选取中德新旧四版教材“遗传”部分的插图展开比较。发现新人教版插图的联系水平具有显著提升,较好地落实了新课标对大概念的需求,插图已形成独特风格。中德新教材插图存在显著差异。德国新版教材排布更为紧凑,呈现大概念的插图更为丰富,具有一定借鉴价值。应通过减少装饰、整理碎片、联系宏观微观、多图联动和整体呈现的方式提升插图的联系水平,并在开篇、小结和评估等教学环节中加强插图的应用。

The new round of high school curriculum reform has clarified the core status of the big ideas so as to cultivate subject core competencies.The new edition of the textbook has just been published,but how to use the textbook graphics to reflect the big ideas and other problems still needs to be solved.Based on the existing evaluation scales for big ideas,a tool for analyzing knowledge linking level of graphics is formed.The teaching units of genetics in the four Chinese and German textbooks are selected,and the graphics are compared.It is found that the knowledge linking level of graphics in the new chinese edition has been significantly improved,which has better implemented the requirements of the new curriculum standard for big ideas.The new edition textbook graphics have formed a unique style.At the same time,the graphics of the new textbooks in China and Germany have significant differences.The new German textbook layout is more compact,and the graphics of the big idea are much richer,which can be used as a reference.Finally,it is proposed to improve the linking level of graphics by means of reducing decoration,tidying up,establishing macro and micro connections and interlinking graphics and overall presentation to strengthen the application of graphics in teaching procedures such as introduction,summary and evaluation.