The Comparative Study Of Chinese And American Science Textbooks (Grade-6) Based On STEM Framework

With the progress of mankind and the rapid development of social economy,the demand for talents becomes more and more diversified and complicated.Modern society needs talents not only with professional quality of a certain discipline,but also with interdisciplinary professional quality.Education carries the important mission of cultivating talents for the human society,and the change and development of social demands affect the value orientation and goal orientation of education.In recent years,it has become a consensus in the education circles to cultivate compound and innovative talents through interdisciplinary practice teaching and problem solving.In primary and secondary schools,STEM and Maker Education are in the ascendant,becoming an important way to cultivate students' comprehensive quality.Due to the restriction of the inherent subject allocation in schools,many schools graft STEM into the "science" subject,making the science subject become the experimental field and pioneer for carrying out interdisciplinary innovative education,as is the case in China and the United States.Since science education started early in the United States,the study of its curriculum content and activity setting will help to improve the interdisciplinary nature of science curriculum and the quality of cultivating innovation ability.Textbook is an important carrier of curriculum development,which provides a relatively stable and objective research carrier for the analysis of curriculum content and activity design.For this reason,this study selected SCIENCE A CLOSER LOOK(G6),A sixth grade SCIENCE textbook from California,USA,and the sixth grade SCIENCE textbook from education SCIENCE press of China as the objects of comparative study.Based on the idea of STEM education,the American STE@M pyramid structure framework was used as a coding statistical tool to study the difference between Chinese and American science textbooks in interdisciplinary knowledge integration,knowledge distribution and comparison of active knowledge.This paper analyzes the improvement space of science textbooks in China from the two aspects of interdisciplinary and innovative ability cultivation,and provides some Suggestions for its optimization and development.This paper is divided into the following six parts: Part I: discuss the background and significance of this study,and explain the research methods and tools of this study.Part II: expounding the concept of STEM education,investigating and analyzing the development status of STEM education in China and the United States as well as the comparative study of science textbooks in China,and demonstrating the rationality of cultivating the interdisciplinary and innovative ability of textbooks from the perspective of STEM.Part III elaborate the research problem,the research object and the research process,and use American STE@M pyramid structure framework as the coding tool to encode knowledge points and make statistics for American science textbooks and Chinese science textbooks.Bloom's classification of cognitive education was used to calculate the cognitive levels of active knowledge points.Part IV: on the basis of part iii,comparative analysis is made on the interdisciplinary knowledge integration,knowledge distribution,activity situation pattern and cognitive depth of science textbooks in China and the United States.Part V: based on the data processing and analysis results,the conclusion is drawn.There are great differences between Chinese and American science textbooks in the depth of interdisciplinary knowledge integration,the richness of problem situations,the situational pattern of activity setting and the depth of cognition.Part VI: under the interdisciplinary background,draw lessons from the characteristics of American science textbooks to provide Suggestions for optimizing the development of Chinese science textbooks,including expanding the situation pattern,enriching the content design,strengthening the content of advanced cognitive level,and strengthening the richness and pertinence of supporting resources.Although the textbook is only an element of the quality of the curriculum,from the analysis of Chinese and American textbooks,this study found some valuable Suggestions,which are expected to play a significant role in the compilation of Chinese science textbooks and even the development of science curriculum.