A Comparative Study Of Senior High School Chemistry Curriculum In China And America

Curriculum organization is an important part of curriculum design.Curriculum organization can be divided into deep organization and surface organization.Based on the new requirements of the new curriculum reform in our country,scholars have made a lot of research on the chemical textbooks from different perspectives.But there is relatively little research from the perspective of the deep organization of curriculum and even less.In this paper,the theme of chemical reaction principle in Chinese and American high school chemistry textbooks is studied as the object of study.This paper attempts to compare the similarities and differences between Chinese and American high school chemistry textbooks in the curriculum.Research findings:1.From the basic unit of "knowledge" establishment,classification,distribution and hierarchical structure:(1)the PEP(hereinafter referred to as C)and the United States "Chemistry: concepts and Applications"(hereinafter referred to as A)are involved in the chemical reaction principle of the theme of the 34 regiment of knowledge.But there are only 18 knowledge groups shared by both.(2)the distribution of common knowledge groups in textbooks is more focused on the redox reaction,pH and primary battery.(3)the C and A versions have the same knowledge hierarchy structure model.However,the C structure of each common knowledge group is more complex than the A version.2.From the point of view of vertical organizational relationship:(1)the C version with single point and spiral based layout,linear layout rarely.while The A version to a single point based layout,spiral and linear layout less.(2)there are some similarities between the C version and the A version in the field of thermodynamics and dynamics.There are some differences in the field of chemical equilibrium and electrochemistry.(3)the majority of the shared common knowledge in the A version is earlier than that in the C version,but most of the of the group's semester(academic year)distribution frequency(F)is less than the C version.3.From the perspective of horizontal organizational relations:(1)the internal and external integration rate of the C version is smaller than the A version;And of both theA version and the C version the internal integration rate is smaller than the external integration rate.(2)the breadth of the internal and external integration of the C version is larger than.(3)the integration of knowledge and the integration of the field of the C version are much larger than the A version.Based on the above research,we get some enlightenment:1.The enlightenment to the compilation of senior high school chemistry textbook:(1)attach importace to the rationality of the arrangement mode of the course of the deep organization of the curriculum,and pay attention to the burden to students caused by the "slope".(2)it is necessary to attach importance to the integration rate of the deep organization of the curriculum,as well as to pay attention to the breadth of the integration of the curriculum.2.The enlightenment to high school chemistry teachers' teaching:(1)can reasonably grasp the degree of aggregation of the course of deep organization,and then reduce the students' academic burden.(2)pay attention to the importance of the deep level of the organization integration of the curriculum,and rationally use the content and resources of the integrated content.