人教版与苏教版高中生物学教材比较研究——以“细胞的生命历程”为例

A Comparative Study of the People’s Education Press and Jiangsu Education Press Senior High School Biology Textbooks—A Case Study of “The Life Course of Cells”

摘要: 为辨析人教版、苏教版教材的编排特点及教学价值，采用内容分析法，从知识组织、核心内容、导入方式和栏目活动四个维度，比较高中生物学必修1“细胞的生命历程”相关内容及其核心素养指向。发现人教版重视概念递进、生活情境和资料分析，学习支架较为明确；苏教版突出过程整合、模型计算和观察实验，任务类型更丰富、开放度更高。教学中可围绕“形成–维持–更新”重组内容，按照“问题–证据–解释”整合两版资源，并依据学情调节任务支架，促进学生由现象识别走向证据解释与情境迁移。

Abstract: To distinguish the organizational features and instructional value of the People’s Education Press (PEP) and Jiangsu Education Press (JEP) textbooks, this study employs content analysis to compare the section “The Life Course of Cells” in Senior High School Biology Compulsory 1 across four dimensions: knowledge organization, presentation of core content, introductory approaches, and auxiliary columns, with attention to core competency orientations. The PEP edition emphasizes conceptual progression, real-life contexts, and data analysis, providing relatively explicit learning scaffolds; the JEP edition highlights process integration, model-based calculation, and observation and experimentation, featuring richer task types and greater openness. Teaching can reorganize the content around “formation-maintenance-renewal,” integrate resources from the two editions through a “question-evidence-explanation” pathway, and adjust task scaffolding to students’ learning conditions, thereby supporting progression from phenomenon recognition to evidence-based explanation and contextual transfer.