A Comparative Study Of Models In Chemistry Textbooks Of High Schools In Mainland China And Taiwan

Science and technology is a very important flood to promote economic development and social progress in today. With the constant rise of the technology industry, educators of the world are aware of providing high-quality science education to citizens is imminent. Modeling is an important process of science and technology research, modeling method is an important scientific method, model is an important product of science and technology research. Therefore, in the science courses teaching,model and modeling has important significance.Looking at the history of science teaching, textbooks around the world are using to guide teaching. Textbooks teachers and students teaching tool is a concrete manifestation of the nature of science, which bears the nature of science into concrete teaching content of the task, it is realized from an educational intent to curriculum, and then from the course to flying over classroom activities play an a very important role. Therefore, this article chemistry textbook model from the chemical nature of the main research point of view.On the basis of previous studies, after the reference to relevant theoretical models and modeling theory and the chemical nature of the chemical from the three parts of the textbook model for the study from the perspective of the chemical nature of the expansion. The first part, from the perspective of the core concepts of chemistry text chemistry textbook selection. The second part, from the perspective of the chemical nature of the textbook model classification, model coding standards, the formation of high school chemistry textbook model classification code table. The third part, the first part of the analysis of selected text out using the above model classification and coding table. Finally, the collected data processing and analysis, to identify the issues presented by the textbook model and give recommendations.Through the version of“Shangke”and “Nanyi” high school chemistry textbooks collection of data about the model analysis and processing, the main conclusions are:First, the aggregate model, the number of high school chemistry textbook model “Nanyi”version are more than“Shangke”version. Model number distribution is more uniform, the role of such a model distribution model in teaching is consistent.Second, the model type, model types distributed two versions of high school chemistry textbooks is a significant difference, imagination and mathematical models of “Nanyi”version are more than “Shangke”version. On the contrary, the symbolic model of“Shangke”version are more than “Nanyi”. Two versions of textbooks by tend to use different types of models from the completion of chemical knowledge to the core concepts of chemistry, to the process of constructing the basic concepts of chemistry.Third, the types of internal model after comparing found symbolic model frequently used are the highest in the "substance", "Structure" and "change" in the frequency of use are also significant differences. Description will be some differences based on characterization of prototype mode selection of different models, but generally consistent with such a model in different types of content in the proportion of the prototype is in line with the nature of the laws of chemistry.Fourth, the data model classification code table encoded, the various small cells display the most data are concentrated in the prototype for the "change" in the content, the symbol model is the most used, followed by the prototype for the "structure" content, the most symbolic model. What kind of model to use to characterize what kind of way is not fixed, we can prototype based on the content and teaching conditions, with a flexible model type and characterization of the way.According to the conclusions of the study, found that the contents of two editions of the textbook model there are the following common problems: too much emphasis on the macroscopic phenomena and symbols, the bridge links the lack of microscopic particles and macroscopic phenomena symbolic representation; essentially complete lack of chemistry embodied; most of them are take a single model characterization ignores the complementary nature of multiple representations and enhancements; too much emphasis build chemistry theory, ignoring students’ learning content and links between life.To solve the above problem textbook model exists, the author from the viewpoint of the model to chemistry textbooks written in the following recommendations: increase multiple representations of use, the use of multiple representations of strengthening and mixed; model-based approach to learning is formed, and improve student chemistry view; more model-based and learning and life associated text.