The Comparation Of Science Textbooks In Junior Middle School Between China And America

On the occasion of the 40th anniversary of reform and opening up,the national competition in the world is not limited to economic strength and military strength.They began to compete on the level of education,and the reform of basic education exactly reflects this.The purpose of each country to grasp the basic education reform is to improve the scientific literacy of the whole people,thereby improving the country's comprehensive competitiveness,and thus improving the country's comprehensive strength,so that it has always been in a leading position in the competition.Textbooks play a pivotal role in the curriculum system.The reform of teaching materials can not only reflect the situation of curriculum reform,but also show the importance the state attaches to education.However,in our country,the scientific curriculum reform has received far less attention than developed countries such as Europe and the United States.The comparative study of international textbooks is conducive to the updating of textbooks and plays a positive role in promoting the quality of textbooks.The United States has made remarkable achievements in curriculum revolution,and has always been the model for other countries to learn.Junior high school science is based on scientific experiments.The junior high school chemistry experiment is an important part of the scientific experiment,which plays a great role in promoting the formation and development of students' scientific literacy.This study compares the chemical experiments in the Science(first edition)which published by Zhejiang Education Publishing House with the American Science Explorer(third edition).This paper hopes to find out its own shortcomings through the comparison of the chemical experiments in the mainstream scientific textbooks of the two countries,carry forward its own advantages,and improve the flaws in the preparation of textbooks,in order to achieve the goal of providing reference and motivation for the reform of science curriculum in China.This study mainly uses the literature method and the comparative method to summarize the collected information,and supplements it with the case study method.According to the structural theory,two modules from the surface and the deep layer were analyzed.The surface layer is divided into 5 small modules,which in turn are the quantity distribution,structure,equipment,illustrations and language of the experiment.Comparing the differences between these 5 modules can find out the differences in scientific literacy hidden in the deep.In the surface analysis,it is concluded that the total number of chemical experiments in Chinese and American textbooks is almost the same,but there is a great difference between the number of model experiments and inquiry experiments.Chinese chemical experiments are relatively concentrated,and the American chemical experiments go through the teaching;China focuses on scientific knowledge and representation of results,and the US focuses on process and inquiry.There is a certain difference between the total number of selected equipment in China and the United States.China pays attention to the standardization of equipment,and the US pays attention to the lifestyle of equipment.The number of chemical experiment illustrations in Chinese textbooks is more than that ot the United States,and more attention is paid to the hidden information contained in the illustrations.However,the proportion of the experimental phenomenon illustration is too high,which is not conducive to students' independent inquiry.The language of experiment in our country is too succinct,neglecting the description of details,and it is easy to cause mis-operations;The language of American textbooks is close to students,which paying attention to details.From the depth analysis,it is concluded that Chinese scientific knowledge presents a spiraling structure,which is from simple to complex.The scientific knowledge of the United States presents a modular trend,focusing on the connection with life.C.ompared with the American dominant scientific methods,Chinese scientific methods are more implicit,which is not conducive to students' independent inquiry.Although China pays attention to putting the knowledge into practice,the attention is lower than the United States.In summary,this research proposes two suggestions:First.For textbook compilation-expanding the number of inquiry experiments and simulation experiments,trying to let the experiment run through the entire chapter;Choosing more living equipment to dissolve in chemical experiments,letting students feel that "chemistry comes from life";Reducing the experimental phenomenon map,increasing the operation map,and letting students fill the desire for inquiry;Paying attention to language details and affinity,and be waring of ambiguity.Second.For scientific literacy-strengthening the relationship between experiment and life,weakening part of the knowledge difficulty,and increasing the breadth of knowledge;Defining scientific methods and setting up operation manuals;Focusing on experimental transformation and safety,and applying what you have learned.