Comparative Study Of "Interdisciplinary" Content In Chinese And American High School Chemistry Textbooks

With the rapid development of science and technology,the growth of new disciplines has led to the interpenetration of disciplines in the original marginal areas.The solution to the comprehensive problems of population growth,resource shortage and environmental pollution has further deepened the research of interdisciplinary issues.In order to comply with the requirements of the development of the times and the society,and to further implement the current curriculum reform "to dilute the boundaries of disciplines and strengthen the penetration of disciplines",the mainstream high school textbooks of "PEP" in china and "Chemistry: Concepts and Applications" in the US are selected as the research objects.This paper compares the contents of "interdisciplinary" in textbooks from different angles,and makes case studies.Finally,it puts forward some suggestions for the arrangement and teaching of "interdisciplinary" contents in textbooks.This study is divided into six parts,which are as follows:The first part,introduction.Introduced the background of topic selection,literature review,the determination and design of the research object,included the research object,research method,research significance and innovation.The second part,the definition of related concepts.It mainly defines related concepts such as "teaching materials","textbooks","interdisciplinary" and "discipline intersection",and clarifies three manifestations of "discipline intersection" in textbooks.The third part,the content of "interdisciplinary" is compared on the whole,from four aspects: the subordinate column,the quantity and distribution,the composition of the subject knowledge and the way of presentation.It is found that the intensity of "interdisciplinary" content in China's "People's Education Press" textbooks is still insufficient,the knowledge resources of interdisciplinary knowledge are less than that of "American version" textbooks,and the relevance of teaching materials is relatively weak.The study also finds that:(1)Both editions of textbooks embody the "interdisciplinary" content in various columns,but the American textbooks have setup separate sections with interdisciplinary,such as "interdisciplinary links";(2)The number of "interdisciplinary" content varies greatly in different modules and chapters;(3)The content of "interdisciplinary" is composed of various disciplines,including knowledge fusion and migration of research methods.However,the intersecting characteristics of chemistry and physics or biology are most obvious.;(4)A large number of illustrations have been used to show "interdisciplinary" content,but the illustrations of the [US version] have a strong atmosphere of life,graphic illustrations,reasonable layout,and good reading experience.The fourth part,"interdisciplinary" case comparison.On the basis of interdisciplinary degree,moderate length,degree of integrity,the case of chemical knowledge types,this paper from the two edition textbooks selected a total of four cases were analyzed and compared,the study found:(1)in the aspects of resources and knowledge logic,two edition textbooks focus on knowledge content before and after care,[PEP] knowledge step by step further,[US Edition] with the research subject as the core,the interdisciplinary knowledge integration into a unified concept of the theme in the situation and problems;(2)focus carrier,[America] Good Edition with daily life,strong experience;(3)knowledge of composition and degree of cross party,[America] version of fusion of the broader discipline.Deeper;(4)inquiry activities,a large number of people [teach edition] but the lack of evaluation mechanisms,[America Version] for students to explore independently,timely detection of learning effect;cooperative learning,[PEP] team.(5)The more obvious is;the implementation of three-dimensional goals,[People's education press] pays attention to scientific concepts and basic skills,reflecting the process of cooperative learning and scientific inquiry.(6)[American version] requires higher level of thinking for students,and pays attention to self exploration and learning sense.The fifth part,the conclusion and the suggestion.Based on the above comparison and the conclusion of the case analysis,we put forward suggestions for textbook compilation,such as making full use of life and social situations,adding "interdisciplinary" feature columns,enriching the presentation mode,and building a discipline intersecting system with unity and diversity.At the same time,we putforward the interdisciplinary awareness of "interdisciplinary" content,find out the knowledge growth point of "interdisciplinary" knowledge,form "interdisciplinary" teaching mode,link with the reality of production and life,and improve the ability to solve problems.The sixth part,the results of this study and the future prospects.It summarizes the research results of this stage and rethinks the shortcomings of the research,and puts forward the future research direction and future prospects.