The Comparison Of Core Competencies Teaching Between China And America

The 21 st century is the age of information and economic globalization.The talents competition is more and more intense and the demand for jobs is increasingly complex,which means the traditional way of education and content cannot satisfy the development of the 21 st century.In order to better adapt to the demand for 21 st century skills,educational reform is imperative.The United States,as the global economic power,has put forward the "21st century skills" to enhance students' global competitiveness,and took the lead in other countries in implementing it.Based on international experiences and own needs,our country has also proposed the key competencies in adapting to its education development.The implementation of key competencies in educational practice will be a challenge for us.As the United States carried out the practice of core competencies earlier,it is relatively mature in it.By comparing the framework of key competencies and high schools' chemistry curriculum standard in China and the United States and instructional design cases of high schools' chemistry in China and the United States respectively,this study analyzes and summarizes the differences of key competenciesteaching of high school chemistry in China and America,explores the advantages of the United States in cultivating the 21 st century skills in chemistry so as to provide some references for teachers,aiming to help them cultivate students' key competencies in chemistry,reflect and improve the situation in their practical teaching.This study is divided into four parts.The first part is the introduction,including the research's origin and significance,research status at home and abroad,and the definition of the core concept,research content,methods and framework;the second is the comparison of Sino-US key competencies and comparison of Sino-US high school chemistry curriculum standard;the third part is to get the differences of the chemistry literacy between the two countries and the advantages of chemistry literacy teaching in America by comparing instructional design cases of high schools' chemistry literacy of China and America;the fourth part analyzes the reference meaning of the chemistry literacy teaching of United States for China.