A Comparative Study Of Middle School Chemistry Textbooks Between China And Canada

The international comparative study of the chemistry textbooks in middle school is one of the important ways to optimize the chemistry textbook.It is the premise of the reform direction of chemistry textbook in middle school that finding their own differences and characteristics with the international by comparison with developed countries.It is selected as the subject in my research that the common contents,"Material structure" and "compound",between the PEP 9th grade chemistry textbook of China(2011)and Nelson Science Perspectives 9 of ONT(2009).The objective of this research is to optimize the middle school chemistry textbooks in our country.The paper is divided into the following parts:First,preface.This part defined the intent,direction,theoretic basis meaning and approach of this research subject briefly.Second,combing the literatures and determining the starting point of the study.This part is based on the definition of the core concepts,reviewed the present situation of foreign scientific textbooks and the present situation of comparative study of domestic chemical textbooks.This part is the starting point and basis of this study.Third,on the basis of combing the literatures about representative dimensions of textbooks comparative study.The comparative dimension of "curriculum standards" between China and Canada is determined,and of grade nine chemistry textbook of PEP Edition and Nelson Science Perspectives 9 is determined.The comparative dimensions of "curriculum standard" are Basic frame,curriculum idea,curriculum goal,curriculum content.The comparative dimensions of textbooks are content attribute,descriptive attribute,teaching attribute.Content attribute includes content difficulty,content hierarchy and content Era;Descriptive attributes includes continuous text and discontinuous text;Teaching attribute includes goal guidance,process guidance and evaluation guidance.Fourth,the comparison of curriculum standards between China and Canada.In this part,we compared "Compulsory Education Chemistry Curriculum Standard" with "9-10 grade science curriculum standard" in Ontario Province.It is found that the concept of the course both of China and Canada are cultivating student’s scientific literacy and emphasizing the education of scientific essence.However,the characterization of the nature of science is more obvious in Ontario Province.Fifth,the comparison of grade nine Chemistry textbooks between Chinese and Canadian.Selected the common contents,"material composition" and "compound",as the objects of comparative study.Come to conclusion that:(1)on the content attribute.We researched “the difficulty of text content” whit “Chemistry textbook learning difficulty assessment tool” which developed by Chenyan doctor.The result showed that Nelson Science Perspectives 9 is more difficult.We researched the hierarchical structure whit Interpretative Structure Modeling.The result showed that Nelson Science Perspectives 9 is better.We researched the epochal contexts by collecting STSE contexts.The result showed that Nelson Science Perspectives 9 is more epochal(2)On the descriptive attribute.The text representation of Nelson Science Perspectives 9 is more affinity,and the chart system of PEP Edition pays more attention to the explanatory function.(3)On teaching attribute,The goal guide in Nelson Science Perspectives 9 is more specific,more explicit,and the process guide is more clear.Evaluation guide of PEP Edition is more operational and diversified.Sixth,suggestions.About preparation of "Material structure" and "compound" :(1)Adding STSE contents properly to highlight the era of textbooks.(2)Improving the design of problem clues to highlight the dialogic nature of textbooks.(3)Increasing activity columns properly to highlight the activity of textbooks.(4)Presenting the formation of the concept properly to reflect the dynamic generation of textbooks.About teaching of "Material structure" and "compound" :(1)Analyzing the teaching content deeply,and excavating the value of education and teaching about non-continuous text.(2)Designing the concepts learning process of students elaborately by using the textbook columns.About learning of "Material structure" and "compound" :(1)Drawing concept maps to promote the processing of knowledge.(2)Testing the effect of learning with problem sets and goal guidance columns.