Teaching Design Based On The Comparison Of The Content Of Chemical Balance Between The People Education Press And The American IB High School Chemistry Textbook

Nowadays, in the backgrounds of international science education and chemistry education development, chemistry curriculum and teaching reform in China consider scientific literacy education and cultivating lifelong learners as the goal. The national science education standards regard the understanding of nature of science as one of the important objectives, and chemical textbook, as a product of curriculum standard embodiment, is beneficial to promoting the whole students’ scientific literacy and understanding the nature of science. The International Baccalaureate Diploma offers courses for students around the world by the International Baccalaureate organization. Its goal is to cultivate the responsible life-long learners of extensive learning, exploration, innovation and understanding of cultural diversity. The International Baccalaureate Diploma has unified teaching outline, unified examination, unified evaluation criterion and is specifically for the senior 2 and its chemical textbook is described by the teaching activities so that the students obtain all the aspects of development by participating in the teaching activities, where the chemical instruction is the beginning of teaching activities and play an important role in the teaching activities.This study chooses the standard level Pearson Education 《Chemistry》textbooks(hereinafter referred to as the IBC) published in 2008 and our high school curriculum standard textbook published by People’s Education Press Elective four as a research vehicle, chemical equilibrium as research content, Firstly, "the chemical equilibrium of the first class" and "the chemical equilibrium of the second class" teaching design and comparative analysis of teaching content were reviewed, Combining teaching design elements were determined from the analysis of teaching objectives, teaching strategies, teaching three aspects,Chemical equilibrium content mainly focus on content and structure system.Based on the content analysis,the teaching designs of chemical equilibrium were carried out,and the teaching design was revised and improved in the classroom.Finally, Based on the analysis of the content of the chemical equilibrium and the implementation design,the research conclusions are drawn:(1) United States IB textbook focus not only on chemical science thinking and chemical method, but also on penetration STSE thoughts and chemical history of education value. People taught version textbook focus on subject knowledge system; IB textbook chemical balance mobile principle pay attention on industrial ammonia synthesis and sulfuric acid application, chemical balance constants closely contact the produced rate of production.(2) United States IB textbook focus on chemical calculation capacity and knowledge application capacity. People taught version textbook focus on Science inquiry and speculative reasoning capacity. IB chemical balance constants which depend on experiment data to obtain concept are filled with prepared informative, readability strong. Chemical balance mobile principle focus on principles to apply in all effect factors; people taught version textbook chemical balance focus on experiment inquiry, from which regular pattern is found to focus on reasoning capacity.(3) Chemical balance mobile principle teaching design based on Le Chatelier’s column principle concept propose that the guide analysis concentration and temperature on balance mobile help students master and judge balance mobile direction easily from Le Chatelier’s column principle analysis.(4) Chemical equilibrium constant teaching should attach importance to quantitative study of experimental data, in accordance with the case-q-case which helps students to understand chemical equilibrium constants.)(5) Teaching design needs to consider three factors: the curriculum standard, teaching materials,student acceptability factors. In order to rationally arrange teaching content, with particular emphasis on the student’s acceptability, the teaching process to highlight the focal points not asking for everything, just key points to highlight, contents to short and fine details.