A Comparative Study Of The Content Of Science History In Science Textbooks Between China And The United States

In this paper,according to Leite(2002)designed science textbook content history analysis checklist as a research tool,quantified the content of science history in America junior high school science textbooks.This research focuses on the statistics and comparative analysis of the area occupied by the content of scientific history and the eight dimensions of the scale.They are: the type and organization of scientific history materials,the material presenting the contents of scientific history,and the accuracy of the contents of scientific history.Relevance to accuracy,context related to the history of science,orientation of content in the history of science,learning activities related to the content of history of science,internal consistency of the history of science in textbooks,and bibliography of the history of science in textbooks.The results of the research show that:(1)The percentage of the content of the history of science history in the junior high school science textbooks is obviously low,and most of the history of science is concentrated in the brief biography of scientists,and there are few descriptions of the dynamic development process of science.(2)The history of science in Chinese and American science textbooks for junior high schools is diverse in form and rich in categories.(3)Chinese and American junior high school science textbooks tend to present the history of science in the context of science,and lack the integration of humanistic materials such as politics,religion,and society.(4)The vast majority of the content of the history of science in junior high school science textbooks in China is supplemented by the forms of volunteer learning.The United States tends to place the content of the history of science in the position of the text for each learner to learn.(5)There is a lack of introduction of relevant learning activities in the U.S.science textbooks.(6)There is no homogenous form of scientific history in the American science textbooks.Most of them are presented in a single fragment or in a heterogeneous form.(7)There is no reference to the relevant history of science in the junior high school textbooks.In view of the above conclusions,this paper further proposes relevant suggestions:(1)Further increase the content of scientific history in scientific textbooks.(2)Science textbooks should detail the details of scientific development in order to better demonstrate the true face of scientific development.(3)Emphasize the relationship between science and society,politics,and religion,and make students understand the close relationship between science and external social environment,religion,and politics.(4)Science textbooks should increase the amount of content in the history of science texts and increase relevant scientific history learning activities.(5)Appropriately increase the sections of textbooks written according to the scientific development context so that students can gain a deeper understanding of the development of science itself.(6)Textbooks on the history of science should be added to textbooks.