(A) Comparative analysis of knowledge points (focusing on the addition and deletion of knowledge points)
Chapter 4 Material Input and Output of Cells
1 Example of Transmembrane Transport of Substance —— For the old textbook, see Chapter 3, Section 4: Water Absorption of Plants.
New teaching materials
Old teaching materials
Added the contents and pictures of "Water in and out of red blood cells of mammals". (page 60)
No relevant content.
Added "Data Analysis: Characteristics of Transmembrane Transport of Substances". (page 63)
There is a simple statement: the cell membrane is a selectively permeable membrane. (page 25)
Delete "the concept of infiltration and the conditions under which infiltration occurs".
There are more detailed related contents. (page 58)
Section II Fluid Mosaic Model of Biofilm —— See Chapter II, Section 1: Structure of Cell Membrane for old textbooks.
New teaching materials
Old teaching materials
Added "Biofilm Structure Exploration Course" (P65); "Human-mouse cell fusion experiment" (P67);
No relevant content.
The word "fluid mosaic model" was put forward, the concept of "sugar quilt" appeared in small font, and the word "sugar fat" was added (P68).
There are no terms such as "fluid mosaic model" and "sugar fat", but the concept of "sugar quilt" is displayed in normal font. (P24)
Added "Extracurricular production: making biofilm model with waste" (P69);
No relevant content.
Deleted the small message "the most classic example of cell recognition".
There are related contents. (P24)
Section III Transmembrane Transport Mode of Substances-See Chapter II, Section 1: Function of Cell Membrane for the old textbook.
New teaching materials
Old teaching materials
The phenomenon of "diffusion" is clearly pointed out, and the two modes of passive transportation-free diffusion and auxiliary diffusion are improved, and a more vivid and intuitive schematic diagram is provided. (page 70)
There are only two modes of transportation, free diffusion and active transportation, without introducing auxiliary diffusion. (P24)
When introducing the example of active transport, the accumulation of K+ in Chlamydomonas cells is explained. (Table of various ion concentration ratios of cell fluids of Chlamydomonas. Added to pond water) and "Charophyte" have been deleted.
There are no examples of ion accumulation in algae cells, but there are pictures of Charophyta. (page 25)
Through the form of "knowledge link", it is explained that the energy consumed by active transportation comes from ATP hydrolysis, which makes knowledge more coherent. (page 72)
Only talking about active transportation needs to consume the energy released by metabolism. (P24)
In this paper, in the form of fine print display, combined with related pictures, the phenomena of "swallowing" and "spitting" are expounded. (page 72)
Use the terms "endocytosis" and "exocytosis" without pictures. (page 25)
At the end of each chapter, there are exercises or skill training and a summary of this chapter. This chapter is equipped with "scientific frontier-introducing the research situation of water channel and ion channel" to broaden students' horizons and stimulate students' interest. (page 74)
There are review questions and extracurricular reading at the end of the chapter (no picture). (page 43)
Chapter V Energy Supply and Utilization of Batteries
Section 1 Enzymes that Reduce the Activation Energy of Chemical Reactions —— See Chapter 3, Section 1 of the Old Textbook: Metabolism and Enzymes.
New teaching materials
Old teaching materials
Use the concept of "cell metabolism". (page 78)
Use the concept of "metabolism". (44 pages)
Data Analysis-Exploration of Enzyme Essence is rich in information and illustrated. (P8 1)
The "enzyme discovery process" is mainly described in words, and the content is relatively simple. (45 pages)
The exploratory experiment "Comparing the decomposition of H2O2 under different conditions" not only completed the experimental purpose of the old textbook, but also added the variable "temperature" to study the influence of heating on the movement of H2O2 molecules, thus putting forward a new concept of "activation energy". (page 78)
The observation and verification experiment "Comparing the catalytic efficiency of H2O2 and Fe3+" did not set the variable "temperature" and did not mention the term "activation energy". (page 46)
The explanation of the commonly used term "control variable" in biological experiments is added, so that students can understand scientific research methods and master relevant operational skills. (page 79)
No relevant content.
Related information "There are more than 4,000 kinds of enzymes found at present". (page 83)
A little information "More than 3,000 enzymes have been discovered so far". (45 pages)
The experiment of "exploring the conditions affecting enzyme activity" studied the influence of environmental conditions on enzyme activity. The experiment is more open and pays more attention to group cooperation and communication, which is more conducive to cultivating students' rigorous analytical ability and rigorous logical thinking. (page 83)
"Experiment 5-Exploring the Effect of Amylase on Starch and Sucrose" mainly studies the specificity of the enzyme. (47 pages)
Science, Technology, Society-Enzymes Add Beauty to Life is illustrated and illustrated, which is more suitable for middle school students to read. (page 87)
"Extracurricular reading-enzyme project for the benefit of mankind" is only described in words. (49 pages)
Section 2 Cell Energy "Currency" ATP—— See the old textbook Chapter 3 Section 2: Metabolism and ATP.
New teaching materials
Old teaching materials
There is a more substantial explanation for comparing ATP to the energy "currency" of cells (energy absorption reaction is related to ATP hydrolysis reaction, and energy release reaction is related to ATP synthesis). (page 89)
The explanation of comparing ATP to the energy "currency" of cells is that ATP and ADP are constantly transforming each other in cells. (P5 1)
A graphic example of ATP utilization. (page 90)
A simple narrative. (P5 1)
Deleted two pieces of information about ATP.
ATP information has two short paragraphs. (P5 1)
The well-designed expansion questions in after-class exercises can really help students expand their thinking and achieve mastery. (page 90)
No relevant content.
Section 3: The main source of ATP-cell respiration-See Chapter 3, Section 7: Cell respiration in the old textbook.
New teaching materials
Old teaching materials
The concept of cell respiration: the process in which organic matter undergoes a series of oxidative decomposition in cells to generate carbon dioxide or other products, release energy and generate ATP. (P9 1)
The concept of cell respiration (also known as biological oxidation): the total process in which organic matter in living organisms undergoes a series of oxidative decomposition in cells, and finally produces carbon dioxide or other products and releases energy. (page 72)
An exploratory experiment "Breathing Mode of Yeast Cells" was added. Through experiments, it is concluded that there are two types of cell respiration: aerobic respiration and anaerobic respiration. (P9 1)
The text directly states that "cellular respiration includes aerobic respiration and anaerobic respiration". (page 72)
The structure and function of mitochondria are introduced alternately. (page 93)
No relevant content.
The explanation of [H] is supplemented by relevant materials, so that students will not be confused when learning [H] produced by H2O photolysis in photosynthesis. (page 94)
No relevant content.
Data analysis The Application of the Principle of Cell Breathing is illustrated with pictures and texts. (page 95)
The text explains the meaning of "cell respiration". (page 74)
The fourth source of energy saving-light and photosynthesis-see chapter 3, section 3: photosynthesis for the old textbook.
New teaching materials
Old teaching materials
The order of knowledge points changes greatly. Firstly, the pigments that capture light energy are discussed, and then the principle and application of photosynthesis are introduced. (page 97)
Firstly, the discovery of photosynthesis is described, and then the pigments in chloroplasts are introduced. (page 52)
In the experiment of extracting pigment from green leaves, the pigment was dissolved with anhydrous alcohol. It is safer to use and easier for students to understand and remember. (page 97)
In the experiment of extracting pigment from green leaves, acetone was used to dissolve the pigment. (P53)
The absorption spectra of pigments in chloroplasts are more perfect, and the absorption spectra of carotenoids are drawn together. (page 99)
Only chlorophyll a and chlorophyll b are found in the absorption spectra of pigments in chloroplasts. (page 55)
Introduce the structure and function of chloroplasts alternately. The term "thylakoid" appears (P99)
No relevant content.
The course of photosynthesis inquiry is more detailed and scientific. (P 10 1)
The content of "Discovery of Photosynthesis" is relatively simple. (page 52)
Add an experiment "Exploring the influence of environmental factors on the intensity of photosynthesis" to illustrate the application of the principle of photosynthesis. Deleted the content of "the meaning of photosynthesis". (P 104)
The text describes "the meaning of photosynthesis"; The fine print describes "plant cultivation and rational utilization of light energy" to illustrate the application of the principle of photosynthesis. (page 57)
In this section, some knowledge of chemical synthesis of microorganisms is displayed, so as to complete the knowledge construction of autotrophs in time. (P 105)
"chemical synthesis" is introduced at the end of chapter 3 metabolism. (page 76)
Chapter VI Life Course of Cells
Section 65438 +0 Cell Proliferation-For the old textbook, see Chapter 2, Section 2: Cell Proliferation.
New teaching materials
Old teaching materials
Increase students' experiments on the relationship between cell size and material transport to explain why cells can't grow indefinitely. (P 1 10)
No relevant content.
Deleted three pieces of information about cell division.
There are three little pieces of information about the cell division cycle. (page 35)
The experiment of "observing the mitosis of root meristem cells" is more detailed and clear, which increases the technical requirements for counting and recording the number of cells under the microscope. (P 1 15)
Experiment 3 "Observing the mitosis of plant cells". (page 39)
Section 2-4 Cell Differentiation, Cell Aging and Apoptosis, Cell Carcinogenesis —— See Section 3 of Chapter 2 of the old textbook Cell Differentiation, Carcinogenesis and Aging.
New teaching materials
Old teaching materials
The explanation of the root cause of cell differentiation is added: genetic information is realized in different ways. (P 1 18)
No relevant content.
Specific examples of animal nuclear totipotency are added in the text: the nuclear transplantation experiment of intestinal epithelial cells of Xenopus laevis tadpoles, the birth of Dolly the cloned sheep and so on. (P 1 19)
Small print shows that animal nuclei remain totipotent, but there are no specific examples. (P4 1)
Added the introduction of "stem cell" knowledge. (P 1 19)
No relevant content.
Added the explanation of "cell aging mechanism": free radical theory and telomere theory. (P 122)
The related content is simple. (page 43)
Added the introduction of "apoptosis" knowledge point. (P 123)
No relevant content.
Added data analysis: healthy lifestyle and cancer prevention. ( 127)
No relevant content.
Explanation of the whereabouts of other contents in the first volume of the old textbook of the People's Education Press in the new textbook of the People's Education Press;
1. "Chapter IV Adjustment of Life Activities" is adjusted into a compulsory module Biology III: Steady State and Environment;
Chapter 5, "Reproduction and Development of Organisms", has been adjusted to compulsory module Biology 2: Inheritance and Evolution.
2. "Chapter III Mineral Nutrition of Plants, Metabolism of Three Nutrients in Human Body and Animals, Basic Types of Metabolism" and other contents have not been compiled into a special chapter and have been basically deleted.
(B) Comparative analysis of the presentation of knowledge points
Compared with the old textbooks, the new textbooks mainly have four novel and creative ways of presenting knowledge, which pay attention to the cultivation and development of students' ability.
A way of presentation: each chapter introduces topics in the form of "problem discussion" to inspire students to enter a new learning situation. In the process of learning, "thinking and discussion" is constantly interspersed to consolidate the knowledge learned and clarify related concepts in time.
The second way of presentation: in the form of "data analysis", let students use pictures, words and tables to discuss and analyze and draw relevant conclusions. For example, according to the data analysis of the textbook P63: Characteristics of Material Transmembrane Transport, and through the discussion of four small problems in words and charts, the conclusion that "biofilm is a selective permeable membrane" is drawn. Another example is the data analysis of the textbook P8 1: the exploration of the essence of enzymes is more vivid and fascinating than the presentation of the original textbook.
The third way of presentation: to solve some problems or tell students some biological facts in the form of research on the history of biological science. For example, P65 "Exploration Course of Biofilm Structure", through the introduction of seven key stages, finally solved the model problem of biofilm structure. Another example is P 10 1 Inquiry Process of Photosynthesis. Taking the passage of time as a clue, around the reactants, products and reaction conditions of photosynthesis, we show the problems one by one, and then solve the problems through an experiment, which successfully solves the knowledge teaching of the whole process of photosynthesis in the form of scientific history research. There is similar content in the old textbooks, but the content is not complete enough and the logic is not very strong. Moreover, the full text is in the form of introducing several famous experiments.
The fourth way of presentation: a very important way of presenting knowledge points in the new textbook, that is, to acquire relevant biological skills and biological principles through experimental research (focusing on the inquiry process). For example, P6 1 Inquiry Process of Water Absorption and Water Loss of Plant Cells has changed the observation and verification experiment in the old textbook into a complete biological research process such as "asking questions, putting forward assumptions, designing experiments, conducting experiments, analyzing results, drawing conclusions and further exploring", which is more challenging for students, arousing their curiosity and enhancing their interest in the subject. P9 1 Experiment "Exploring the Breathing Mode of Yeast Cells", the experimental scheme is complex and takes a long time, and the items and times to be observed are needed. Finally, it is concluded that yeast can carry out cell respiration under aerobic and anaerobic conditions, which means that cell respiration can be divided into aerobic respiration and anaerobic respiration. The first sentence of the old textbook P72 tells us directly that cellular respiration includes aerobic respiration and anaerobic respiration. For example, P 104 explores the influence of environmental factors on the intensity of photosynthesis, and also allows students to explore effective and practical measures to improve the intensity of photosynthesis of crops through a series of experiments. P57, the old textbook, is directly told in small font.
(3) A comparative analysis of the teaching requirements of senior high school biology curriculum standards and old textbooks (PEP).
Biology 1: Molecules and Cells, a compulsory module of senior high school biology course, includes the molecular composition of cells (the new textbook is mainly embodied in chapter 2), cell structure (the new textbook is mainly embodied in chapter 3), cell metabolism (the new textbook is mainly embodied in chapter 4 and chapter 5), cell proliferation (the new textbook is mainly embodied in chapter 6), cell differentiation, aging and apoptosis (the new textbook is mainly embodied in chapter 3)
This module selects the most basic knowledge of cell biology, which is the basis of learning other modules. Senior high school biology curriculum standard (referred to as curriculum standard) requires teachers to organize various inquiry learning activities such as observation and experiment in teaching to help students increase their perceptual knowledge and overcome the difficulties in understanding microstructure; Encourage students to collect and exchange information about cell research and application, so as to enrich relevant knowledge and deepen understanding of the relationship between science, technology and society. (Excerpted from the curriculum standard P 1 1)
Referring to the requirements of the curriculum standards and looking at the contents of the new textbooks published by People's Education Press, it is not difficult to find that in the process of design and arrangement, the writers have made a lot of efforts to maximize the requirements of the curriculum standards. Each chapter of the new textbook defines the students' learning purpose, that is, the "focus of this section" is adopted by the "focus of this section", and the textbook clearly tells students what we should do in this section and to what extent we should master it at a glance.
The following is a tabular analysis of the differences between the new textbook content and the old textbook teaching requirements according to the requirements of the curriculum standards:
Chapter content of new textbook
Requirements of new textbook curriculum standards
Teaching requirements of old textbooks
Chapter 4 Section 1 ~ 3
Explain how substances enter and leave cells (activity suggestion: explore membrane permeability through simulation experiments).
Understand the main functions of cell membrane, focusing on two ways: free diffusion and active transportation.
The fifth chapter section 1
Explain the role of enzymes in metabolism (activity suggestion: explore the factors affecting enzyme activity).
1. Know the discovery of the enzyme; 2. Understand the concept of enzyme; 3. Understand the characteristics of enzymes.
The fifth chapter in the second quarter
Explain the role of ATP in energy metabolism.
1. Understand the physiological function and structure of ATP. 2. Understand the mutual transformation between ATP and ADP and the formation of ATP.
The fifth chapter in the third quarter
Explain cell respiration and discuss the application of its principle (activity suggestion: explore the breathing mode of yeast).
1. Understand the concept of cellular respiration;
2. Understand biological aerobic respiration and anaerobic respiration; 3. Understand the meaning of cell respiration.
The fifth chapter in the fourth quarter
Explain photosynthesis and understand the process of photosynthesis;
To study the environmental factors affecting the rate of photosynthesis.
1. Know the discovery of photosynthesis;
2. Understand the pigments in chloroplasts;
3. Application and significance of photosynthesis process.
Chapter VI Section 1
Briefly describe the periodicity of cell growth and proliferation (activity suggestion: simulate and explore the relationship between cell surface area and volume).
There is no requirement for cell growth.
Section 2 ~ 4 of Chapter 6
Explain cell differentiation.
Give examples to illustrate the totipotency of cells. Activity suggestion: Collect information about the research progress and application of stem cells.
To explore the relationship between cell aging and apoptosis and human health.
Describe the main characteristics of cancer cells and discuss the prevention and treatment of malignant tumors (activity suggestion: collect information on prevention and treatment of malignant tumors).
Understand the knowledge of cell differentiation, canceration and aging.
Second, the discussion and analysis of new knowledge points
The new knowledge points mainly include:
Chapter 4: Fluid mosaic model of P65 biofilm; P60 water enters and exits red blood cells; P67 human-mouse cell fusion experiment.
Chapter 5: P9 1 Exploring the way of yeast cell respiration; P 104 Explore the influence of environmental factors on the intensity of photosynthesis.
In chapter 6, P 1 10 experiments explore the relationship between cell size and material transport; P 123 cell apoptosis.