A Comparative Study On Scientific Literacy "alcohol" The Theme Of Materials

The historical experience tells us:the rapid development of science and technology, the scientific literacy of citizens is a necessary condition for the development of modern society, Culture of scientific literacy(chemistry, physics and other disciplines) is the key factor in science education in middle school students, high school chemistry textbooks a direct impact on the curriculum standards of good or bad, the pros and cons of the quality of teaching and the level of students’ scientific literacy. Shows that,"Scientific literacy" perspective of high school chemistry textbooks is an issue of practical significance.Organic Chemistry is indispensable chemical disciplines. But the module learning led to the emergence of organic chemistry knowledge dispersed in different modules, it is not conducive to vast number of teachers are familiar, understand and use the materials, thereby restricting the effect of the implementation of the course and the quality of classroom teaching. This study to establish the comparative model,"Scientific literacy" as a benchmark to establish compare models of alcohol "theme. The paper consists of seven parts, Comparative study of various countries textbook knowledge system, the introduction of the concept, anthologies and content presentation, draw the following conclusions:The advantages of the two editions of our country:①design ideas content reflects the "student development" purposes;②content selection had reached the lesson subject requirements, Lu Ke version, particularly rich in the width and breadth of knowledge;③concept introduced in the form of lively textbook to introduce the actual life and social background;④illustrations and text with a reasonable, also contains the experimental setup, the molecular model diagram, follow the students’ logical thinking;⑤"summarize and organize "part is strong;Place needs to be improved:(1) module knowledge overall coherence;(2) to increase the types of scientific inquiry part of the rich and divergent;③exercises set diversity and openness, increased the examples part and Active Learning, eliminate Example exercises mismatch;④increase in the history of chemistry, to expand the students’ level of knowledge;⑤knowledge focus is less clear, principled clarity needs to be improved.