A Comparative Study Of Chemistry Textbooks In Chinese And American Junior High Schools Based On Scientific Literacy

In today's economic globalization,the world is in a new round of scientific and technological revolution and industrial transformation,and the competition between countries is becoming increasingly fierce.The competition between countries is actually the competition of talents.The cultivation of talents depends on education,and the implementation of education is in teaching.Chemistry education at the stage of compulsory education not only bears the task of using chemistry knowledge to train students to understand the laws of changes in the material world,but also undertakes the task of promoting the improvement of students' scientific literacy.Chemistry textbooks,as a carrier for presenting chemistry knowledge,are the foundation for students to form good scientific literacy.Different textbooks present chemistry knowledge in different ways,and students develop different scientific literacy through the study of chemistry knowledge.Since the science of chemistry originated in the West,differences in Chinese and Western cultures have also led to differences in educational concepts,and there are certain differences in the way and ability to recognize chemical knowledge.Therefore,it is of great significance to carry out a comparative study of representative Chinese and American chemistry textbooks and improve the quality of chemistry teaching.Based on the background of the research and the current status of the research on the compilation of chemistry textbooks at home and abroad,the thesis clarifies the content of the comparative research on Science Explorer :Chemical Interactions,and determines the research method based on the content of the comparative research;supports the research through interpretation The theory defines the concepts of literacy,scientific literacy,and chemistry textbooks for the comparative study of chemistry textbooks between Chinese and American junior high schools;by combing the structural elements of scientific literacy,the first-level dimension of textbook comparisons based on scientific literacy is clarified,and the interpretation of the Chinese and American chemistry curriculum standards,Clarify the basis for the compilation of Chinese and American chemistry textbooks,and divide the secondary dimensions of textbook comparison;use the textbook comparison model to organize scientific knowledge in Chinese and American chemistry textbooks,construct core concepts,present scientific inquiry processes and methods,and chemical history Infiltration of the spirit and attitude of Chinese science,comparative analysis of STSE content;based on the comparison of Chinese and American chemistry textbooks,suggestions for writing junior high school chemistry textbooks are proposed.The thesis is divided into four parts:The first part discusses the research background,purpose,significance and research ideas.The second part is to sort out the relevant literature,track the relevant research,explain the theoretical support,and define the research concept.The third part is to explore the basis for textbook comparison,construct a comparison model,and define the comparison dimension.The fourth part is to carry out content comparison,verify comparison construction,carry out comparison and summary,and obtain teaching material compilation suggestions.The research conclusions are:(1)Turning "teaching books" into "learning books" to guide students to learn actively;(2)enriching conceptual relationships and perfecting knowledge networks;(3)increasing inquiry activities and cultivating higher-order thinking;(4)focusing on historical education,Permeate thinking methods;(5)Increase the cross-disciplinary content and expand students' thinking boundaries.