Analysis Of Chinese And American Science Curriculum Standards And Teaching Materials From The Perspective Of NOS

Improving all students' scientific literacy has been the main goal in science education throughout the world,and it's also an important idea of the current reform of science curriculum in China.Accurate understanding of the nature of science is one of the core component of science literacy.Strengthening the education of the concept of the nature of science and cultivating students' accurate understanding of the nature of science can better promote the development of middle school students' scientific literacy.As an important policy document,guiding the practice of scientific education reform,the view on NOS advocating and interpreting in the national science curriculum standard,which plays a guiding role in the compilation of textbooks and teachers' teaching.As the main materials for teachers teaching and students' learning,the presentation of the NOS also affects students' understanding to a large extent.Therefore,it's significant that analyze the difference between Chinese and the U.S standards and textbooks of science education on explaining and presenting about the NOS.On the basis of reviewing the relevant studies,and combining with the author's understanding of the essence of science,this study clearly defines the contemporary essence of science used in this study.Based on the definition of the essence of science,this paper establishes a comparative analysis framework of science curriculum standards,and makes a comparative analysis of science curriculum standards in Middle Schools between China and the United States.The results show that the NGSS in the United States is superior to China's Senior High School Physics CurriculumStandard and Junior High School Science Curriculum Standard in terms of requirements and explanations of the NOS.The three sets of standards are expressed and explained from three dimensions: the nature of scientific knowledge,the nature of scientific inquiry and the nature of scientific enterprise.The interpretation of the nature of scientific knowledge is basically the same.At the same time,the creativity of scientific inquiry and the social and cultural embeddedness of scientific undertakings are clearly explained.This paper starts from seven aspects which can best represent the essence of contemporary science to establish a comparative research framework of the NOS in textbooks,and chooses the classical scientific theme "Newton's First Law" to make a comparative study of textbooks in the two countries.The results show that,in terms of the arrangement of Newton's first law,the science essence level of physics textbooks for senior high schools in China is comparable to that of science textbooks for junior high schools,which is superior to Science Explorer in the United States as a whole.The overall level of the three textbooks in the four dimensions of theoretical load of scientific research,social and cultural embeddedness of scientific enterprise,reflective evaluation activities and homework design is low,basically level 1;while the overall level of the dimensions of scientific knowledge based on empirical evidence,focusing on the production mode of embodying theory or law is excellent,basically level 3.Based on the above analysis results,combined with the requirements of curriculum objectives and the advantages and disadvantages of textbook compilation,referring to the relevant teaching design theory,and taking Newton's First Law as the teaching theme,author design a teaching activity to promote to help students understand the essence of science.Furthermore,it provides concrete and feasible suggestions for the formulation of curriculum standards,the compilation of teaching materials and teachers' teaching.