中学和大学生物学知识体系的比较分析——以“动物的细胞”为例

Comparative Analysis of Biological Knowledge Systems between High School and University—Taking “Animal Cells” as an Example

摘要: 基于当前中学和大学生物教学体系存在断层现象，为实现教育有效衔接，本文主要利用比较法，以初高中生物教科书以及大学阶段生物专业的细胞生物学教材为主要研究材料，通过对比大学、高中以及初中教科书中有关动物细胞目录、插图和知识体系，结合新课程标准进行分析，结果表明，初中和高中生物知识体系之间断层现象尤为突出，高中和大学在生物教材插图细节和补充知识上存在矛盾。为此，一方面，初中生物教材应该完善细胞器和细胞结构的内容，高中生物教材添加与技术和社会相关的生物知识模块；另一方面，中学教师要尊重学生的主体地位，根据学生心理特点、年龄等制定不同的教学方法，大学教师应该改变传统教学观念，与学生多沟通交流，成为学生的良师益友，引导学生善于提出问题、发现问题，敢于探索与创新。

Abstract: Based on the current gap phenomenon in the biology teaching system of middle schools and universities, in order to achieve an effective connection of education, this article mainly uses the comparative method, taking middle and high school biology textbooks and university-level biology textbooks as the main research materials, and comparing universities, high schools and the relevant animal cell catalogs, illustrations and knowledge systems in the junior high school textbooks are analyzed in conjunction with the new curriculum standards. The results showed that the gap between junior high school and high school biological knowledge system was particularly prominent, and high school and university had contradictions in the details of biology textbook illustrations and supplementary knowledge. To this end, on the one hand, junior high school biology textbooks should improve the contents of organelles and cell structure, and high school biology textbooks should add biological knowledge modules related to technology and society. On the other hand, middle school teachers should respect students’ dominant status and formulate different teaching methods according to their psychological characteristics and ages. University teachers should change their traditional teaching concepts and communicate with students more, and become their good teachers and helpful friends, and guide students to be good at asking questions, finding questions, and daring to explore and innovate.