Comparative Study On The History Of China-American Science Textbooks Based On The Nature Of Science

In the field of science education,how to improve students1 scientific literacy has become an increasingly concerned issue.As an important part of scientific literacy,the essence of science can only be further understood and grasped to promote the improvement of students'scientific literacy.The research shows that the history of science is of great value in science education.Using history of science teaching can help students understand the nature of science more effectively.Textbooks are not only an important carrier for teachers to teach the nature of science,but also an important carrier for students to learn the nature of science.Therefore,it is of great theoretical and practical significance to study the content of the history of science in textbooks and analyze the specific presentation of the nature of science.This paper selects the mainstream science textbook of junior middle school in the United States "science explorer" and the textbook of zhejiang education edition in China to make a comparative analysis of the history of science from the perspective of the nature of science.This study is mainly divided into the following aspects:Firstly,relevant domestic and foreign literatures are sorted out to summarize the development process and research status of science essence education.In addition,the connotation of science essence is defined according to the different views of domestic and foreign scholars on the nature of science.Secondly,by referring to relevant literatures,an analytical scale of the history of science from the perspective of the nature of science is established.Thirdly,by using the analytical scale of the nature of science as a tool,the content of the history of science in the two editions of textbooks is compared and analyzed qualitatively and quantitatively.Finally,based on the conclusion,the author puts forward some Suggestions on textbook compilation and teaching.The research conclusions are as follows:(1)in terms of total amount,the number of the history of science published by the United States is much larger than that of zhejiang university.In terms of volumes,in the textbooks of zhejiang education edition,the distribution of the volume of history of science is relatively average.In the American edition of science textbooks,the amount of history of science in the textbooks varies greatly.It can be seen that the number of topics in the history of science in the American edition is closely related to the content of the textbook.The number of science history textbooks in zhejiang education edition has little relevance to the content of each textbook.(2)from the perspective of scientific knowledge,both Chinese and American textbooks present the most features of "recognizability".However,the zhejiang edition presents the least frequency in the aspect of "limitation",and the American edition presents the least frequency in the aspect of "openness".Moreover,the American version of the teaching material presents a balanced situation in each characteristic;But between the zhejiang education edition teaching material several characteristics,presents the situation difference is big.(3)from the perspective of scientific inquiry,both Chinese and American textbooks present the least "skepticism".However,the most frequent feature of the textbooks in zhejiang education edition is the "empirical,feature,but the description of the"empirical" feature is more diversified in the form of the American version.(4)from the perspective of science career,both Chinese and American textbooks present the most frequent features of "science and technology"and "science and society",and the least features of "science and morality".