本文通过拟通过对我国人民教育出版社出版的《普通高中课程标准实验教材生物》必修教材和浙江教育出版社编译的美国高中生物主流教材《生物：生命的动力》比较。分析温度对酶促反应的影响这一实验在两种教材中实验内容的组织、呈现方式及特点，从而对中美教材中实验内容的特色做出评价，为中外教材的相互借鉴和中学生物实验教学提供一些理论依据。
本文主要采用文献分析法、比较研究法等方法对中美两国高中生物主流教材进行研究。主要是针对中美教材中温度对酶促反应的影响实验的实验内容、能力培养、实验的继续研究等方面的比较研究。通过对中美两国高中生物教材的比较分析，发现中美两国高中生物教材在温度对酶促反应的影响实验的教材内容上具有共同点:两教材都以提高高中生的生物科学素养作为课程的基本理念;两教材都把科学探究作为学习科学的方法和中心环节;两教材编排合理强调学科综合，都注重在教材中渗透科学、技术与社会(STS)思想;两教材该实验语言都具有文学性和人性化的特点。
在论文的最后，笔者对高中生物实验教学提出了建议。在教学方面，建议重视对学生探究能力的培养；在内容的选取上，人教版教材应贴近生活，增加与生活相关的运用生物学知识的实验;增加教材的开放性;增加网络资源的利用补充。
本文通过拟通过对我国人民教育出版社出版的《普通高中课程标准实验教材生物》必修教材和浙江教育出版社编译的美国高中生物主流教材《生物：生命的动力》比较。分析温度对酶促反应的影响这一实验在两种教材中实验内容的组织、呈现方式及特点，从而对中美教材中实验内容的特色做出评价，为中外教材的相互借鉴和中学生物实验教学提供一些理论依据。
This paper attempts to provide some theory basis for the mutual reference of Chinese and foreign teaching materials and the biology experiment teaching forhigh school students by comparing the “compulsory textbook of standard biology experimentsfor high school curriculum” published by People’s Education Press of China with the main textbook for US high schools, ”Biology: the dynamics of life”, which is translated and published by Zhejiang Education Publishing House; and by analyzing the experiment of “The effect of temperature on enzymatic reaction” in the two textbooks in terms of organizing the experiment contents, presentation and characteristics, so as to evaluate the special features of the experiment contents in the Chinese and the U.S. textbooks.
本文主要采用文献分析法、比较研究法等方法对中美两国高中生物主流教材进行研究。主要是针对中美教材中温度对酶促反应的影响实验的实验内容、能力培养、实验的继续研究等方面的比较研究。通过对中美两国高中生物教材的比较分析，发现中美两国高中生物教材在温度对酶促反应的影响实验的教材内容上具有共同点:两教材都以提高高中生的生物科学素养作为课程的基本理念;两教材都把科学探究作为学习科学的方法和中心环节;两教材编排合理强调学科综合，都注重在教材中渗透科学、技术与社会(STS)思想;两教材该实验语言都具有文学性和人性化的特点。
This paper conducts a research on the mainstream biology teaching materials of the two countries by mainly adopting the methods of literature analysis and comparative study. The research focuses on the comparison of the experiment contents, ability cultivation and the follow-up study for the experiment of “Theeffect of temperature on enzymatic reaction” in the Chinese and U.S.textbooks.Through the comparative analysis of the two textbooks, it discovers that there are common points in the textbooks regarding the above-mentioned experiment: The basic concept of the curriculum in both the textbooks is to enhance high school students’ attainment of biological science and treat scientific enquiries as the approach and key link of Science learning; arrangements of both the textbooks are logical and the emphasis is on the integration of subjects; both focus on the thought of science, technology and society (STS), there are traits of literature and humanization in the language of the experiment used by both the textbooks.
在论文的最后，笔者对高中生物实验教学提出了建议。在教学方面，建议重视对学生探究能力的培养；在内容的选取上，人教版教材应贴近生活，增加与生活相关的运用生物学知识的实验;增加教材的开放性;增加网络资源的利用补充。
At the end of the paper,the author offers some suggestions on the high school teaching of biology experiments. In the aspect of teaching, the cultivation of students’ exploration ability should be taken seriously; in the aspect of content selection, the textbook published by People’s Education Press should be in close touch with our life, increase experiments that apply biology knowledge which is related to daily life, improve its openness and increase the
supplementary use of cyber sources.