A Comparative Study Of Chinese And American High School Chemistry Textbooks Based On Core Competence Of Chemistry

The American "Chemistry: Concepts and Applications" and the Chinese Education Edition(2003 edition)chemistry textbooks are chemistry textbooks prepared in response to scientific literacy and aimed at cultivating students' scientific literacy.The core literacy of chemistry is the foundation of scientific literacy.Based on the new standards set by the chemistry discipline.Textbooks are the main source of students' access to systematic knowledge.Comparing the similarities and differences between Chinese and American textbooks is conducive to the exchange of culture between different countries,learning from each other's strengths,and promoting the development of textbooks in China.The "chemical reaction principle" is the theoretical basis of the whole chemistry study,and it is also a difficult part of teaching.This study selects the content of the "Chemical Reaction Principle" in the two editions of textbooks as the research object.Through the literature method,the inductive method establishes the textbook analysis and comparison framework based on the core literacy of the chemical discipline,and distributes the elements of the core literacy of the two editions of the textbook.The situation was statistically analyzed and the following conclusions were drawn from the analysis:(1)On the whole,the US version is superior to the PEP in literacy 2,literacy 3 and literacy 5,while the PEP version is superior to the US version in literacy 1 and literacy 4.(2)From the perspective of five dimensions:Literacy 1: From the analysis of the elements,the US version emphasizes the direct classification and characterization of substances,while the PEP version prefers to classify and characterize substances in combination with chemical changes.From the horizontal level analysis,the US version pays attention to the macroscopic representation of matter,while the PEP version pays more attention to microscopic representation and skill knowledge.Literacy 2: From the analysis of the elements,the US version focuses on the nature,conditions,laws and characteristics of chemical changes,while the People's Education Edition focuses on the limits and rates of chemical reactions.From the horizontal level analysis,the US version focuses on describing chemical changes from multiple perspectives,while the People's Education Edition focuses on analyzing chemical changes from a microscopic perspective.Literacy 3: From the analysis of the elements,both editions emphasize the construction of chemical models.From the horizontal level analysis,both editions focus on collecting common recognition models from experimental facts,but the "US version" focuses on the construction of the model.Literacy 4: From the analysis of the elements,the US version is more focused on asking questions and assumptions and dare to question and innovate.From the level analysis,the US version tends to let students complete the experiment step by step,while the PEP version hopes that students can make assumptions and design experiments.Literacy 5: From the analysis of the elements,the US version is more widely distributed than the People's Education Edition in terms of sustainable development.From the horizontal level analysis,the PEP version tends to link chemical knowledge with life examples,and the US version analyzes more principles and essence.(3)From the perspective of the theme,the literacy distribution of the PEP is better than the US version on the theme 2,and the literacy distribution of the US version on the theme 3 is better than the PEP,and the literacy distribution of the two editions on the theme is equivalent.Combined with the conclusions of this study,it provides practical advice on the preparation of textbooks,teaching management,and teaching and learning.