A Comparative Study Of Models In Chinese And American High School Chemistry Textbooks

With the promulgation of the "General Senior High School Chemistry Curriculum Standards(2017 Edition)",the development of students' model cognitive literacy has become one of the important goals of high school chemistry teaching.As an important scientific method,the model's presentation level in the textbook affects the students' learning effect and core literacy.Based on the theoretical basis of the three-character chemistry and natural science methodology,the thesis defines the meanings,types and functions of teaching materials and models,and the Shandong Science and Technology Press(referred to as Luke Edition)and the people.Education Press(referred to as People's Education Edition),Jiangsu Education Press(referred to as Jiangsu Education Press)high school chemistry compulsory textbooks and the United States "Chemistry: Concepts and Applications" textbook(referred to as the US version)for research purposes,"normal high school chemistry curriculum standards Based on the five themes in(Experimental),based on the analysis of model classification and function,five analytical units for evaluating the model in chemistry textbooks are identified,including: understanding chemical science,common inorganic substances and their applications,and material structure.And nature,chemical reactions and energy,chemistry and sustainable development.Furthermore,the specific indicators of comparative analysis of different versions of textbooks are established,including the number of models,the type of models,the functions of the models,the presentation positions of the models and the presentation forms of the models.Based on the analysis unit and analysis indicators,the comparison of model quantity,model type,model function,model presentation position and model presentation form in different versions of textbooks is carried out.Through the analysis of the comparison results,the following research conclusions are drawn:First,the number of models,the US version of the textbooks is significantly more than the three versions of the textbooks in China,there is no significant difference between the three versions of the textbooks in China.From the perspective of the distribution of the number of models in each unit,China's textbooks and the US version of the textbooks have similar characteristics: the "material structure basis" unit model has the largest number,the least number is "chemical reaction and energy" and "cognitive chemical science" "Two units.This aspect reflects that the presentation of the model in the textbook is related to the characteristics of the knowledge itself,and also suggests that we should pay attention to the value of the model in the related content of "chemical reaction and energy".Secondly,in terms of the type of model,from the horizontal perspective,the proportion of different types of models in Chinese textbooks and US textbooks is not much different,and the proportion of symbolic models is the largest,which fully reflects the symbolic representation of chemical disciplines.Features.It is worth noting that for the proportion of systematic models in the textbooks,the largest version of the Luke version is only 7%,and the lowest US version is less than 1%.Even with the existing cognitive models,the level of arrival is relatively shallow.From the vertical perspective,the models in China's textbooks and US textbooks are mainly based on elemental compounds.The difference is that the textbooks in China mainly use the model to refer to the specific elemental compound knowledge,while the US version of the textbook also focuses on the use of models.Refers to the formation process of knowledge about elemental compounds.For chemical concepts and chemical theory,China's textbooks are mainly characterized by ideal models.A distinctive feature of the US version of the textbook is that it uses more familiar objects in life to model the abstract chemical concepts and chemical theories.Students are connected between abstract chemical theory and macroscopic objects of image.Third,the function of the model,the Chinese textbooks and the US version of the textbooks all attach importance to the description and interpretation of the model,the difference is that the US version of the textbook also pays attention to the embodiment of the model prediction function,while the Chinese Luke version of the textbook also pays attention to the model system The embodiment of the function,although the degree of expression is not very full,but also provides a way of thinking for the development of model cognitive literacy,and this should be fully reflected and valued in the preparation and use of textbooks.Fourth,in the presentation position of the model,the models of Chinese textbooks and US textbooks mainly appear in the text.Relatively speaking,the US version of the textbook also pays attention to the explicit language to present the model in the title and exercises.The Luke edition and the Jiangsu education edition textbook also pay attention to the dominant expression model in the descriptive position.The focus of the two is different..Fifthly,in the presentation form of the model,both Chinese textbooks and American textbooks pay attention to the model in the form of pictures,but relatively speaking,the textbooks in China are not obvious in the form of explicit expression of the characters,and rarely The mixed form presents the model,while the US version of the textbook highlights the model with explicit language.This shows that the US version of the textbook emphasizes the presentation of the model in a mixed form,and the various forms of presentation can stimulate the student's brain and make it aware of the model.More profound.Finally,based on the research conclusions,suggestions are made from the perspectives of writing chemical textbooks and how teachers develop and use textbooks.