A Comparative Study On The Evaluation System Of Science Textbooks In Junior Middle Schools Between China And America

The measurement and evaluation of education has always been a very important work in the process of teaching and learning for educational researchers,teachers and students.The new curriculum reform advocates the integration of "teaching,learning and evaluation",and emphasizes that the evaluation of students should be closely combined with the teaching and learning in class to constantly promote the development of students.Textbooks are an important medium for teachers to teach and students to learn.The research on the evaluation system in textbooks can promote the integration of "teaching,learning and evaluation" to be better implemented.The United States has always been in the leading position in the evaluation of students' academic achievement,and its evaluation system in science textbooks has its own characteristics.Based on the literature research of the two countries' chemical textbooks and evaluation system,the structure and function of the evaluation system in Chinese and American science textbooks are compared and analyzed in order to provide some suggestions for the design of the evaluation system in Chinese science textbooks.The main problems to be solved in this study are as follows:(1)What is the relationship between the junior high school science curriculum standards and the evaluation system in China and the United States?(2)What are the structural levels of the evaluation system in Chinese and American junior high school science textbooks?(3)What are the functions of different evaluation systems in Chinese and American textbooks?This paper is mainly composed of six parts:the first part is an introduction,which introduces the research background,research problems,research contents,methods and significance of this paper;The second part is a literature review,which first defines the core concepts of this paper,then introduces the research status of junior middle school chemistry textbooks and evaluation system at home and abroad;The third part analyzes the relationship between the curriculum standards and the evaluation system of the two countries.Firstly,compares the curriculum standards of the two countries as a whole,and analyzes the differences in the design concept of the evaluation system.Then,according to the weber consistency analysis method,studies the consistency between the evaluation system and the curriculum standards.The fourth part starts from the structural level of the evaluation system of the two countries,studies the components and organizational relationship of the evaluation system as a whole,and then studies the content and methods of the evaluation system from the aspects of cognition and skills.Finally,it describes the language expression of the evaluation system of the two countries.The fifth part mainly studies the functions of different forms of evaluation systems in the two countries.The sixth part mainly expounds the conclusion and inspiration of this paper.Through the above research,the conclusions are as follows:(1)With the continuous development of the new curriculum reform,the design concept of Chinese evaluation system is in line with the international standards.But in content setting,the United States pays attention to the detection of core concepts,and American textbooks pay more attention to the progressive evaluation design of the same knowledge content at different stages of K-5,6-8 and 9-12.(2)Generally,the consistency of the two countries' science curriculum standards and evaluation systems in terms of knowledge types and breadth has reached an acceptable level,while the balance of knowledge distribution has not reached an acceptable level.From the specific content analysis,the consistency of the United States in terms of knowledge types,breadth and balance of knowledge distribution is higher than that of China.(3)The structure of the evaluation system in American science textbooks is more perfect.The composition of the evaluation system in the United States generally presents the structure of "total-score-total”,evaluation columns are set for testing in the whole learning process.Our country does not involve the pretest of learning,nor does it set the final evaluation at the end of the chapter after the completion of the whole chapter.(4)The evaluation methods and cognitive styles of science textbooks in junior middle schools in China and America are closely related.In cognitive style,the United States pays more attention to the study and consolidation of students' basic knowledge.It also designs an evaluation system with cognitive gradient,and integrates four evaluation methods,while China requires a high level of cognitive styles;in the dimension of motor skills,the United States tests.The evaluation system attaches great importance to students' creative ability,and at the same time pays more attention to students' intuitive feelings,while our country pays more attention to students' basic operational ability.And the behavioral verbs in the evaluation system of junior high school science textbooks in the United States are abundant and striking,and the language is concise and interesting.(5)The evaluation systems of Chinese and American science textbooks have various functions and characteristics.In our country,sets a lot of "activity",attaches great importance to cultivate the students' basic experiment skills,while the United States can correspond to various forms of a type of function evaluation system,and set up some characteristic evaluation systems,such as target reading skills,science writing,and math skills."The goal reading skills" to let the students through reading the independent construction of knowledge network structure,pay attention to the students' ability of information processing,"science writing" to cultivate the students' ability of writing and imagination,"math skills" pay attention to the cultivation of students ability to calculate.The following suggestions are put forward for the design of the evaluation system of science textbooks in China:to strengthen the conformity between the evaluation system and the standards of science curriculum in China;to increase the setting of the evaluation system with different forms and functions;to slightly reduce the cognitive level of the evaluation system,to design a hierarchical evaluation system to meet the needs of students of different degrees;to pay attention to the comprehensive application of evaluation methods;In terms of expression,we should try our best to increase interest and promote students' development.