Comparative Study On IB Chemistry Textbook And Chinese High-school Chemistry Textbook

Development trends of current international chemical curriculum can be seen as publishing the Framework for K–12 Science Education in 2011 and the Next Generation Science Standards(NGSS). As milestone of a new round science education reform,NGSS integrated the scientific practice, the core concept of discipline, a common concept, the nature of science education and STSE education from vertica l and horizontalion as many science education researchers have always advocated. Thence the scientific practice, the core concept of discipline, the nature of science education and STSE education has been more attention.With the development of of globalization, more and more students choose international courses. As a quality international curriculum, The International Baccalaureate Diploma Programme(IBDP) is designed for students of ages 16 to 19 who will study them in the last two years of high school. The IB Learner Profile is as follows: Inquirers、Knowledgeable、 Caring、Open –minded、Communicators. Based on the core concepts to select the teaching materials,IBDP emphasis on experimental teaching as well as strengthening the various forms of science nature and STSE education of students. All these performance is consistent with international trends in science curriculum reform. Textbook is the most convenient tool for teachers and students for carriering the course.It is essential to maintain the advanced by the way to research and learn the high-quality textbook.Based on this consideration,the rearch choosed the standard level Chemistry textbook which is published by the Pearson Education in 2008 and the edition which is published by the People’s Educational Publishing Company(PEPC), In order to definite areas for improvement and make the feasibility recommendations on PEP Textbook by comparing. The rearch compared three topics —“Atomic Structure”、 “Bond”、 “Oxidation and reduction” based on the international definition of core concepts. After a Literature review,First, determine the thinking route and research ideas of the comparative analysis of the teaching materials. Then based on Professor Gao lingbiao’s textbook analysis model, combined with the subject characteristics of chemistry,we determined the comparative analysis of the model.The model concluds three dimensions of intellectual dimension, ideological dimension, cognitive and psychological dimension.The corresponding second dimensions are: Difficulty, Hierarchy and Typical;Scientific spirit and Humanistic spirit; Threefold representation,Cognitive transfer. The paper carried out research combining qualitative analysis and quantitative analysis. Quantitative analysis methods are as follows: Difficulty according to the textbook difficulty model formula proposed by Professor Shi Ningzhong,Hierarchical analysis based on concept map,Statistical analysis of the relevant knowledge of "typical" according to the quantitative content analysis method;Ideological dimension divided 1-5 level based on the affective cognitive goal proposed by krathwohl.D.K. Qualitative analysis refers to select cases of the textbook to compara. According to the questionnaire survey to understand the teacher’s advice on the textbook. Finally, conclusions are drawn based on the results of static and dynamic analysis.Some things have been discovered through the study:⑴Difficulty——IBC textbook is more difficult than Chinese textbook,mainly reflected in the depth of knowledge and exercise difficulty; ⑵Hierarchy——IBC textbook’s hierarchy is stronger. IBC textbook layout reflects the principle of sequence organization, the teaching material reflects the gradual differentiation principle; ⑶Typical——IBC textbook is more typical,which has more daily life and social life of social materials, more integration of subjects and higher education level of information;⑷Scientific spirit ——IBC textbook for students of science and spirit of education than Chinese textbook more in-depth,paying attention to the history of chemistry education and related issues;⑸Humanistic spirit——The education of humanistic spirit of IBC textbook is more deeply,and there are more and more multicultural content and the material of globalization;⑹Threefold representation——The IBC textbook is higher on the Threefold representation, and the conversion between the macroscopic, microscopic and symbolic representation is emphasized;⑺Cognitive transfer——IBC textbooks are more effective in promoting students’ cognitive transfer and the use of more strategies to improve students’ cognitive degree of automation.Suggests on our textbook are as follow:⑴Increasing strategic knowledge and paying attention to the training of thinking;⑵Strengthening the theoretical support of textbook arrangement and paying attention to the relationship between the chapters;⑶Paying attention to the students’ individual and increasing the knowledge application cases of daily life and social life;⑷Further deepening the education information and reducing the burden on teachers and students;⑸Developing virtual experiments to enhance the transformation of the Three Representations;⑹Paying attention to the history of chemistry to promote the understanding of the essence of Science.