Comparative Study Of Chinese And American Chemistry Education Based On Interdisciplinary Perspective

Starting from the common points of the development course of history,the return of integrated education concepts,the rapid development of STEM education in China,and the reform of the new college entrance examination,it can be traced back to the concept of interdisciplinary education.More and more attention has been paid to education in various countries.Based on the collation and review of related literatures,the characteristics and development trends of interdisciplinary models in China,Britain and the United States in chemical education are comparatively studied,the research conclusions in this area clearly clarify the necessity of the research in this article,which is mainly reflected in the relatively rapid growth of related interdisciplinary research in the field of chemistry education,indicating that China has gradually realized its important significance,but the overall research results are insufficient;The proportion of cooperation is relatively small;the relevance to the "distant" discipline is ignored.At the same time,science education in the United States is similar to China.Therefore,the comparative study of chemical education in China and the United States based on interdisciplinary content can not only provide researchers and front-line educator with a new perspective to explore interdisciplinary education,but also enrich and develop the theoretical system of educators' interpretation and implementation of new textbooks in China to promote the sustainable development of interdisciplinary education.First of all,based on the literature research,the research ideas of this research are gradually formed,centered on the core issue:"Comparative research on Chinese and American chemistry education based on an interdisciplinary perspective",the main body of this study includes the following four parts:Chinese and American high school chemistry curriculum standards-analysis of Chinese and American high school chemistry textbook-analysis of Chinese and American standard examinations-interdisciplinary subject-based instructional design,to get relevant research conclusions.In terms of Chinese and American high school chemistry curriculum standards,after combing and comparing the interdisciplinary content in both.The following inspiration were made:Interdisciplinary education is now usually implicit in quality education proposed internationally,the general education in China's colleges and universities lays the foundation;There is also a deep connection between seemingly unrelated interdisciplinary themes,highlighting the integration between themes.In terms of Chinese and American high school chemistry textbooks,starting from the materialized form of the course-the teaching material,this research part takes the current mainstream Chinese and American high school chemistry textbooks as research objects,in order to analyze the disciplinary source,presentation form,distribution location and setting purpose of interdisciplinary content in these textbooks.Based on the above four dimensions,a comparative study of the interdisciplinary content of chemistry textbooks in the two countries from the perspective of differences and commonalities.In terms of the source of the disciplines,the span of interdisciplinary content in Chinese chemistry textbooks is greater,and textbooks in both countries focus on the interdisciplinary content under the STS thinking mode.In terms of presentation form,the presentation of interdisciplinary content in Chinese textbooks is more dispersed than in the United States.The interdisciplinary content in textbooks in the two countries is mainly presented in the form of physical maps.In terms of distribution position,In the United States,chemistry teaching pays more attention to cultivating students 'ability to use interdisciplinary content,while China emphasizes the role of interdisciplinary content to expand students' horizons.In terms of setting purpose,the textbooks in both countries usually use interdisciplinary content to create problem situations to strengthen and apply chemistry concepts,principles,and methods.In terms of conceptual interpretation,in order to improve students' overall understanding of chemistry concepts,understand that interdisciplinary content often has an analogy effect.Through the above analysis,we summarize the suggestions of inter-disciplinary chemistry teaching in corresponding dimensions.In terms of Chinese and American standard examinations,based on the national standard entrance examinations of China and the United States as the research object,Based on the three dimensions of the purpose of examination,the form of presentation and thematic analysis,statistical analysis of the interdisciplinary propositions of China's college entrance examinations is conducted,so as to obtain corresponding chemistry topics teaching and preparation suggestions from an interdisciplinary perspective;At the same time,the SAT II(chemistry)test in the United States and its interdisciplinary characteristics are briefly analyzed.Based on the diversified national conditions in the United States,the analysis shows that the interdisciplinary content in the SAT II(chemistry)test can greatly achieve the examination of the comprehensive quality of students and create talents that match the contemporary society.In terms of interdisciplinary thematic instructional design,based on the concept of integrated education from a cross-disciplinary perspective,and based on the design model of interdisciplinary integration projects studied by Shengquan Yu and Xiang Hu scholars,this paper discusses the design of an interdisciplinary chemistry teaching integration model suitable for China.The research in this section puts forward an example of an integrated model including "teaching analysis,learning activity design,learning evaluation design,and learning scaffold design"-the teaching design of the subject of "human health".Finally,the enlightenment obtained from the above research content is summarized and reflected.From the perspective of curriculum standards,it is concluded that interdisciplinary content can provide supporting background and knowledge skills for high school chemistry teaching.At the same time,interdisciplinary teaching also has its scope of application,which is generally applicable to problem solving and real-life situations in chemistry.In practical application teaching,for the systematic learning of higher-level knowledge in the chemistry subject,the subject-based teaching model is more suitable.From the perspective of textbooks,it is concluded that we should pay attention to infiltrating the STSE concept into the curriculum design,curriculum objectives,At the same time,starting from the purpose of setting up interdisciplinary columns in textbooks,we need to pay attention to the applicability of multidisciplinary knowledge,weaken the fragmentation of chemistry and biology,physics,and earth sciences,and comprehensively use interdisciplinary knowledge to analyze and handle problems.So that students' scientific literacy can be improved.From the perspective of the standard test,it is concluded that using interdisciplinary content,teachers can construct exclusive educational tact and educational arts,and students can form a positive transfer of knowledge.Based on the design of interdisciplinary subject teaching,the related research prospects are proposed from three aspects:optimization,impact mechanism research and teachers' interdisciplinary literacy research.