A Comparative Study On The Topics Of Organic Chemistry In High Schools Chemistry Textbooks Of Chinese,American And Australian

Taking Chemistry 2(compulsory),Chemistry 5(optional)and Chemistry: Concepts and Applications,as well as Australian and Australian textbooks Heinemann Chemistry 1 and Heinemann Chemistry 2,as research objects,using literature method,comparative analysis method and content.The analysis method makes a comparative study on the curriculum content standards,system structure,specific content settings and presentation modes of organic chemistry in textbooks of different countries,and provides reasonable suggestions for the improvement of textbooks in China.It is found that there are differences in the content standards of organic chemistry topics in curriculum standards of different countries,but they all emphasize scientific inquiry.In terms of textbook system,both PEP and Australian textbooks adopt the spiral arrangement model,which is conducive to students' understanding of the content of the textbook.The linear arrangement of American textbooks is helpful for students to form a clear knowledge system,but it is difficult to understand knowledge.Through the analysis of the content of textbooks,it is found that the contents of textbooks in different countries pay attention to the links with the reality of life and other disciplines,but the specific content of the same content theme in textbooks in different countries is different,and the content difficulty of textbooks is also different.In terms of column settings,PEP and American textbooks account for a large proportion of expanded columns.The textbooks focus on broadening students' horizons and stimulating students' interests.Australian textbooks contain more knowledge summary columns.The textbooks focus on the collation and summary of content to help students form a clear knowledge framework.In illustration settings,there are fewer illustrations in PEP and American textbooks,and more illustrations in Australian textbooks.And the illustrations in American and Australian textbooks are illustrated below.In the setting of examples,the teaching materials of the People's Education Press link up the steps of solving problems with the contents of explaining,which is beneficial to students' understanding.However,the content of examples in textbooks is less,and the presentation of examples is not prominent.The complete structure of examples in American textbooks is conducive to students' forming good thinking and habits of problem solving.In Australian textbooks,the structure of the examples is clear,but the general steps of solving the problems are not linked up with the contents of the examples,which is difficult for students to understand.In terms of problemsetting,the arrangement of exercises in American and Australian textbooks is more hierarchical and systematic.Based on comparative analysis,some suggestions are put forward on how to strengthen the relationship between knowledge and science,technology,society and environment,pay attention to the penetration of STSE concept,integrate the contents of textbooks with other subjects,and integrate the contents of career education appropriately,as well as illustrations,examples and exercises.