A Comparative Study On The Difficulty Of Junior High School Chemistry In China And South Korea

In recent years, The question of "how to adjust the teaching material content, design difficulty of the class scientifically" has received the widespread attention. The national education scientific planning leading group office hosted the international comparison of primary and secondary school science teaching difficulty research projects in 2011. By comparing our country teaching material difficulty with English, Japanese, French and other countries in each period, to investigate the characteristics of teaching materials in China, put forward proposal for compiling textbooks.The difficulty of junior middle school science textbooks comparison is one of the comparison of the textbook contents.As a starting point, this paper applied Dr Chen Yan’s chemical textbook learning difficulty assessment tools to compare the difficulty of chemical part of science textbooks between China and South Korea from three dimensions,eight factors and twenty-one indicators.By comparison, come to the following conclusions:1 The overall difficulty of textbookThe overall difficulty of science textbooks chemical part in China is higher than the South Korean textbook.2 The difficulty of each themeOn the theme of "The composition of the material"、"the nature of the material and "Chemical reactions and regularity", our textbook difficulty are higher than South Korean textbooks.3 Each theme dimension difficulty(1) On the theme of "The composition of the material", the difficulty of text content, organization and characterization in our country are all higher than South Korean textbook.(2) On the theme of "the nature of the material", the difficulty of text content and organization is higher than the South Korean textbook, in the difficulty of text characterization the two countries are equal.(3) On the theme of "Chemical reactions and regularity", the difficulty of text content is lower than the South Korean textbook, the difficulty of organization and characterization is higher than the South Korean textbook.(4) On the average difficulty of theme dimension, the difficulty of text content, organization and characterization in our country are all higher than South Korean textbook.Based on the theory of compiling textbooks and curriculum theory, it is concluded the following causes:Objective reason:That the reason of the difficulty of science textbook chemistry between the two countries part is different is because the science curriculum standards required by the two countries is different. The chemistry part of Science textbook is written based on the curriculum standard of the two countries.Subjective reason:The textbook writers’writing ideas and human factors will artificially increase the difficulty of textbooks. The Zhejiang version of science textbook (chemistry part) artificially increase difficulty in text organization and characterization. Such as don’t use action goal, cause students learning objective fuzzy hierarchy; use little multiple representation, it is not conducive to promote students’ correct understanding of the principle of the concept, etc.According to the above conclusions, put forward the following suggestions from text content, organization and characterization.1 The text content suggestions:(1) Select chemical content, integrate the knowledge.(2) Increase detailed inquiry experiment.(3)The processing of experimental results should add some quantitative analysis requirement.2 The text organization suggestions:(1) Prompt the tip’s relationship with subsequent knowledge learning.(2) Use behavior goal, let the student know the clear learning result.(3) Set up the situation, stimulate students’ interests.3 The text characterization suggestions:(1)The textbook language should be more kind, lively.(2) Correct "valence" concept.(3) Introduce the principle, concept, method and experiment more detailed.(4) Use more triple characterization, promote the students’ correct understanding of the concept.