Two Cases Of Chinese - American High School Biology Internet

The dissimilarities in educational system, value system and models of teaching bring about the apparent differences between China and America in Internet instruction. The author of this writing takes Internet-instruction of high school biology for example. Based on a lot of studies online, and selects two typical cases and to make a comparison between them.
Two typical cases
Case 1 Cape Verde Islands (American)
(http://www.biology.com)
In 1832 Charles Darwin took an unpaid job as a naturalist aboard a British survey ship, the Beagle. His voyage around the world changed his thinking about the history of life, and changed the course of the development of science. This case — Cape Verde Islands is the first part of the course. We have the opportunity to follow the Beagle's historic tour on Internet, and can learn the location as well as the climate and its species, and we will find out highlights of what Darwin did there and observed there. We will gain an understanding of Darwin's thinking about what he observed, his questions, and his conclusions. To learn the most from his investigation and research, we may visit the sites in the same order as Darwin did on his journey.
Case 2 Physical base of heredity (Chinese)
(http://go1.163.com/~biogarden/jx/downkj/point/ycwzjc.ppt)
This case can be found in the first part of Chapter 5 — HEREDITY AND ABERRANCE in teaching material. It is an important and difficult point to teach. It is the base of comprehending and mastering heredity. Logically and exactly, a teacher imparts it to his students what heredity and aberrance is, narrates why DNA is main material of heredity, strengthens students’ memory, and inculcates systemic and well-constructed knowledge. Teaching goals of this case are specific, the teaching procedure is clear, and the capacity of the lesson is large. Students gain knowledge by listening and watching and exercising in their classroom. Teachers can make use of multimedia technology to add vitality and authenticity, and to reduce teaching time. Meanwhile they share the Internet courseware with each other.
Comparison: In America, plentiful multiform Internet resources (Virtual Frog Dissection Kit, BioBLAST Project and Ocean adventure etc.) are available to students. Which have constructed learning environments; it emphasizes students’ creativity and ability to find a solution. In China, the role of Internet in teaching high school biology is a transfer and storage tool of electronic teaching plans, and teaching materials etc.; it emphasizes students’ accuracy of knowledge and ability to adapt themselves to examinations, Both Chinese and American teachers have succeeded in using educational techniques to solve their own instruction problems, but they are quit different in their teaching approaches and thinking ways.
Consideration
1. The combining effort of universities, high schools and elementary schools is the key to establishment of Internet instruction envir

onments.
2. Only after proper educational techniques are combined with academic subject, can they shine, become an important tache of instruction program, and accelerate the development in education.
3. It is an opportunity to each country’s education to construct global Internet learning environments. Both China and America have their strong points. They should learn from each other, intercommunicate and cooperate with each other. It’s the mainstream.