A Research On The Difference In Students' Chemistry Study From The Perspective Of Eastern And Western Cultures

Global curriculum is the trend of curriculum research and reformation all over the world. The operation of cross-cultural scientific curriculum enables our children to study the curriculum which makes rich introduction about the fruits of science and technology and the advanced culture of other countries. Most of the domestic researches aim at the differences that exist between Han majority and other minorities in China. Besides, most researches are about Math subject. Domestic scholars seldom refer to the research about how the difference between oriental and western cultures has affected students' chemistry study. There is not any systemic research available in the topic mentioned before. This thesis is precursory and creative for its first research about the difference that exists between students in eastern and western cultures.According to the research objective, the writer designed research materials and then applied the research materials in the teaching of chemistry lessons in the international division of local school. After the observation in chemistry lessons, the narrator tells the differences that exist in students' study behaviors in chemistry.In the second research part of this thesis, the narrator classifies chemistry learning ability into eight categories: ability to sum up, ability to abstract, ability of calculation, ability of recollection, ability of inter-space imagination, ability to collect and analyze data, ability of logical reasoning and ability to apply chemical knowledge and creativity. The narrator designed test paper according to the eight targets of chemistry learning abilities. The result of the research indicates the major difference that exists in students' learning abilities. The result shows that students from western culture are prior to students from eastern culture in ability to sum up, ability of calculation, ability of recollection, ability of inter-space imagination, while students from eastern countries show obvious advantage in ability to abstract, ability to collect and analyze data, ability of logical reasoning and ability to apply chemical knowledge and creativity.In the third part of this thesis, the narrator chose 20 students from different countries as the interviewees. Besides, the narrator chose two American students and one Japanese student and progressed case study. The result shows that students from both countries all have a positive attitude about the social value of chemistry subject. However, students from eastern countries shoulder great expectation from parents and society, thus they are more concerned with the score in chemistry exams and they are more self-controllable in the process of chemistry study. On the other hand, students from western countries pay more attention to the enjoyment in chemistry study.This thesis makes further comparison between the different educational conditions between eastern and western cultures and the impact on chemistry study. The differences in educational conditions include difference in chemistry curriculum, the evaluation system about chemistry study and education objectives in scientific curriculum. The narrator believes that this thesis would provide important reference and suggestions for those Chinese teachers who are working in international schools or the international divisions of local school. This thesis would help them understand the differences that exist in chemistry behaviors and chemistry learning abilities of students from different cultures, thus they can teach more successfully when they face students from different cultures.