美国国家研究理事会于2011年发布了《K-12年级科学教育框架：实践、跨学科概念和核心概念》，提出“科学实践”的概念取代了“科学探究”，自此便在科学教育领域涌现出倡导科学实践的浪潮。我国国内发布的《普通高中生物学课程标准(2017年版)》中也指出，科学探究是科学实践的重要部分。然而对于学生科学实践过程中涉及的技能培养的教科书分析目前却是一片空白。科学实践过程技能是指在科学实践活动中必须具备的一些基本的思维方法和操作技能。为学生提供科学实践过程技能的学习与锻炼机会是教科书中的科学实践活动在编排上应当达到的重要教育目标之一。因此，为了分析对比2019版高中生物教科书对学生科学实践过程技能的培养，本文采用文献研究法总结梳理现有的文献资料，确定了科学实践过程技能的内涵与14项要素，并通过理论梳理寻找培养学生科学实践过程技能的学习心理与认知发展理论，在这些理论基础上构建出教科书中科学实践过程技能培养的分析框架。框架主要包括四个维度：教科书涉及的科学实践过程技能整体量化分布情况、科学实践活动中过程技能培养的递进与整合程度、科学实践活动中过程技能的培养与概念构建的关系以及教科书对各类过程技能的培养策略。之后利用此框架分别分析2019版的北师大版与人教版高中生物必修模块的教科书内容，最终通过比较研究法总结在分析框架下两版教科书的异同。结果显示北师大版教科书更注重将技能培养与概念构建紧密结合，而人教版教科书无论在技能培养的全面化、多元化、整合化、显性化和深入化方面都更突出。北师大版教科书编写组更注重通过技能学习达到对生命现象的理解，从而服务生物学概念的学习；而人教版教科书编写组更关注技能培养本身，注重让学生体会到真实完整的过程技能培养，从而掌握科学方法，获得科学思维。结果提示我们，教科书当中的科学实践过程技能培养应该结合学生的学习心理与认知发展水平，培养类别应当全面且多元，并且可以多采用显性的教学方法，让学生明确感知到在进行某项技能的学习，吸引学生关注并重视。有些过程技能可能更适合在科学实践活动当中进行整合式的训练，比如观察、实验与推论，控制变量与操作性设计，提出问题与形成假设。

The National Research Council of the United States issued the "Science Education Framework for Grades K-12: Practice, Interdisciplinary Concepts, and Core Concepts" in 2011, proposing that the concept of "scientific practice" replaced "scientific inquiry" and has since been in the field of science education There is a wave of advocating scientific practice. The "General High School Biology Curriculum Standards (2017 Edition)" published in my country also pointed out that scientific inquiry is an important part of scientific practice. However, the textbook analysis of the skills training involved in the scientific practice of students is currently blank. Scientific practice process skills refer to some basic thinking methods and operational skills that must be possessed in scientific practice activities. Providing students with opportunities to learn and exercise skills in the process of scientific practice is one of the important educational goals that should be achieved in the arrangement of scientific practice activities in textbooks. Therefore, in order to analyze and compare the training of students' scientific practice process skills in the 2019 high school biology textbook, this article uses the literature research method to summarize and comb the existing literature, determine the connotation and 14 elements of scientific practice process skills, and find out through theoretical analysis The learning psychology and cognitive development theories that cultivate students' scientific practical process skills, and build an analytical framework for the training of scientific practical process skills in textbooks on the basis of these theories. The framework mainly includes four dimensions: the overall quantitative distribution of scientific practice process skills involved in textbooks, the degree of progression and integration of process skills training in scientific practice activities, the relationship between process skills training and concept construction in scientific practice activities, and textbooks Strategies for training similar process skills. After that, this framework was used to analyze the content of the textbooks of the 2019 edition of Beijing Normal University and the PEP edition of compulsory high school biology modules, and finally summarize the similarities and differences between the two editions of textbooks under the analysis framework through a comparative research method. The results show that the textbook of Beijing Normal University pays more attention to the close integration of skill training and concept construction, while the textbook of the People's Education version is more prominent in terms of comprehensive, diversified, integrated, explicit and in-depth skill training. The textbook writing group of Beijing Normal University pays more attention to the understanding of life phenomena through skill learning, so as to serve the learning of biological concepts; while the textbook writing group of the People's Education Edition pays more attention to skill training itself, focusing on letting students experience real and complete process skills Cultivate, so as to master the scientific method and acquire scientific thinking. The results suggest that the training of scientific practice process skills in textbooks should be combined with students’ learning psychology and cognitive development. The types of training should be comprehensive and diverse, and more explicit teaching methods can be used to allow students to clearly perceive that something is being done. The learning of skills attracts students' attention and attention. Some process skills may be more suitable for integrated training in scientific practical activities, such as observation, experimentation and inference, controlling variables and operational design, raising questions and forming hypotheses.