The Research In The Comparison Of Science Inquiry Contents Between Science Textbooks Of China And Australia

The concept of scientific inquiry is the core of science education has become a consensus, it has been one of the most important content in science curriculum standard of many nations.Our country in the new "compulsory education curriculum standards (2011 edition)" also puts forward the concept of the spirit of scientific inquiry as one of the five types of curriculum content. (The rest of the four types are life science, material science, earth and universe, science, technology, society, environment)Textbooks is a re-invention and re-organization of curriculum standard, The effect of the curriculum implementation relate to the curriculum management, teaching materials, teachers, and other factors, Textbooks to the teacher in the classroom teaching and students' learning will have a significant impact.Therefore, this study focuses on the analysis and discuss of the inquiry activity of textbooks, and the inquiry activities in the textbooks are mainly presented in a variety of columns. So, a variety of columns in the textbooks will be this topic research core. Choice of materials are 2012 published one after another of the compulsory education curriculum standard experiment textbook "science" textbook series, By Zhu Qing shi editor (hereinafter referred to as Zhejiang version),And the state of New South Wales, Australia in 2003 edition of the scientific Focus (Science Focus) materials (hereinafter referred to as Australia version).This article theoretically expounds the meaning of science inquiry, types, and the classification of openness. On this basis, The author surrounding the inquiry activity of the four dimensions of analysis framework which gives in the article.From the dimension of its target, policy dimensions, degree of capacity dimension, autonomous dimension and number two versions grade inquiry activity, inquiry activity topic to study and analysis, etc. By the analyzing process and the final results of statistics, to explore the set of activities in the two versions the corresponding conclusions and Suggestions are put forward:Notice the hierarchy of inquiry activity content arrangement and the comprehensive ability training. Strengthen the training of problem consciousness in inquiry activity. Make the inquiry activity more interesting. Improve the curriculum resources matching and textbooks. Establish teaching achievement evaluation system of science inquiry.