A Comparative Study Of The Summary Of Sino-US Junior Middle School Science Textbook Units

After China’s morality education as the fundamental task of education,the education department began to study the core literacy of Chinese students’ development in a concentrated manner.Core literacy sets clear requirements for students’ essential character and key abilities,and provides a direction for the rapid development of the knowledge economy,the new era of information globalization in the 21 st century,and the management of students,teachers,schools and government.Ways to provide guidance.As an important column in the textbook,the unit summary carries the students’ review,summary and promotion of the whole unit learning,and it is more necessary to point to the core literacy goal.However,the summary of the textbook unit is rarely used in the domestic junior high school science review teaching,and there is very little research on the unit summary design.At present,whether the domestic science textbook unit summary design is based on the core literacy goal,how to design the unit summary can truly implement the indicators of the student’s core literacy development,these issues still need us to explore and study in depth.Therefore,this study is based on the "China Student Development Core Literacy" and the "Compulsory Education Phase Junior High School Science Curriculum Standards".It compares the design of the four versions of the science textbook unit in China and the United States,and strives to present the Sino-US textbook unit summary to the core literacy index.The implementation of the system,clear the advantages and shortcomings of each version of the design,provide some inspiration and suggestions for the preparation of the summary of the textbook unit in China.The article is divided into five parts.The first part of the introduction mainly focuses on three aspects,namely the research background,research questions and research significance.The second literature review mainly explores the core literacy and textbook design,core literacy and unit teaching through reviewing and analyzingrelevant literature.The third part is based on the core literacy comparison and analysis from the three dimensions of summary elements,presentation methods and capacity development.According to the analysis results of the third part,the fourth part summarizes the problems existing in the design of the national junior high school science textbook unit summary column and gives corresponding suggestions.The fifth part constructs a new unit summary column framework,and elaborates and explains the summary elements,presentation methods and capability development in the framework.The sixth part re-designs the unit summary of the “Electricity” unit in the junior high school science textbook according to the new unit summary framework in the fifth part,and then gives the final unit summary case through expert evaluation and modification,classroom practice analysis.Through comparative analysis,it is concluded that the following problems exist in the design of the national science textbook unit summary column: 1.The lack of scientific core ideas;2.The core knowledge is not network or the core ideas are missing;3.The core skills training is missing;4.The essential character Culture is missing.Considering the problems existing in the design of the summary textbook of junior high school science textbooks in China,try to construct a new unit summary framework,and use this framework to carry out the unit summary case design for the eighth grade "Electrical" unit in the Zhejiang junior high school science textbook,and the case will be Practice in the classroom.