Comparative Study And Application Of The Living Content Of Chinese And American High School Chemistry Textbooks

The new era background requires students not only to learn basic concepts such as chemical concepts,chemical definitions,and chemical principles,but also to truly understand the connotation of chemical disciplines,improve the literacy of chemical disciplines,and apply chemical knowledge and skills to life.As an important basis and carrier of teaching,the selection,presentation,arrangement and knowledge expansion of textbook content have a significant impact on students’ chemistry learning and the formation of chemistry.As we all know,science education in the United States is in a leading position among countries.The preparation of textbooks is also unique.The content is closely related to life.The close connection between chemistry and life is more obvious and outstanding.Therefore,in order to improve the richness and flexibility of the content of life in Chinese chemistry textbooks,it is of practical significance to compare the life-oriented content of the US textbooks.This article first consults a large number of related literatures on chemical life teaching and comparison of Chinese and American textbooks,and compares and analyzes Chinese general high school chemistry curriculum standards(2017 edition)and American science education standards.On this basis,the corresponding "redox reaction","chemical reaction rate","chemometrics" in the two textbooks from the five aspects of content,course introduction,column setting,life picture,and life-based exercises Detailed comparisons were made with the four-part content of the "Chemical Bonds" and the relevant conclusions were drawn.In terms of content,the human education version of the textbook pays more attention to the transmission of the knowledge principle itself and the logic and science of knowledge,and the life experience is less,while the US textbook emphasizes the extension and expansion of knowledge,and the life shows more;In terms of class methods,the textbooks for people’s education focus on the connection between different knowledge,and the creation of life-oriented situations is less,while the textbooks in the US version use life-oriented situations or familiar things in life to introduce lectures;There is no independent living column,and the American version of the textbook has an independent living column.In terms of life-based picture presentation,the number of living pictures in the textbook of the human education version is small,the color is not rich enough,and the US version of the textbook life picture The number is large,and most of them are photos of real scenes;in the design of life-based exercises,the textbooks for people’s education often require students to read the materials themselves to expand the life-related content of life,in order to cultivate the habits and abilities of students to explore independently.The textbooks are more focused on the contextuality and pertinence of life-based exercises,in the design of the topic.Considerably more practical application of knowledge in life.Finally,the conclusions,suggestions and life-oriented teaching concepts are applied to the four teaching contents of “redox reaction”,“chemical reaction rate”,“quantity of matter” and “chemical bond”,and the corresponding teaching design is carried out.And in the introduction of the way,column settings,life pictures,life exercises,etc.have shown the concept of life.