A Comparative Study Of Primary School Science Textbooks Based On The Core Literacy Of Science Subjects

"Core Literacy" is a hot issue in the theory and practice of basic education in all countries of the world,and China has issued "Core Literacy for the Development of Chinese Students" accordingly.In order to better implement the "Chinese students' development core quality" proposed by the Ministry of Education of China,and to cultivate people who meet the needs of national development and have the key survival ability of lifelong development and adapting to the future society,core quality has dominated the current new round of curriculum and teaching reform.In 2017,the reform of primary school science curriculum: "Compulsory Education: Primary School Science Curriculum Standards"(hereinafter referred to as the "New Curriculum Standards")was officially issued.To realize the general goal of cultivating students' scientific literacy mentioned in the New Curriculum Standard and laying a good foundation for their continuous study,becoming qualified citizens and lifelong development of primary school science curriculum,it is necessary to implement the core literacy of science discipline in primary school science classrooms.Primary school stage is an important stage for students to form core literacy,primary school grade(grades 3 to 4)is an important grade for primary school,primary school science teaching materials are an important carrier for cultivating core literacy,and also an important resource for teachers to cultivate students' core literacy in teaching.Therefore,this study selected three versions of the current more than ten editions of teaching materials in China:the six-three-system "science" textbook published by Qingdao Publishing House(hereinafter referred to as "Qingdao Edition"),the educational science publishing house "Science"(hereinafter referred to as "Educational Edition")and the "Science" published by Jiangsu Phoenix Publishing House(hereinafter referred to as the "Qingdao Edition").A total of nine books are studied in the third grade,the third grade and the fourth grade,aiming at making a comparative study of the third-and fourth-grade science textbooks of primary schools in the new qingdao,educational and Soviet versions is conducted from the perspective of core literacy of scientific disciplines.In order to better grasp the primary school science teaching materials from the whole,for the primary school science teaching materials and science teachers to provide reference suggestions.There are five main parts to this study:First,through the collection,combing and research of relevant literature and materials at home and abroad,the research background,research significance,research content and research status quo are expounded.Second,develop and explain the research methods and tools of this study,and carry out the analysis of the re-belief and effectiveness of the coding table.Third,based on the core literacy of scientific disciplines,the similarity and similarity of the three editions of teaching materials are analyzed from the three aspects of architecture,column setting and chart.The arrangement of the three-edition textbook has its own internal logic and relevance,and each version has its own writing style and characteristics.Fourth,using the core literacy of scientific subjects as a coding statistical tool,the text content of three versions of scientific teaching materials is analyzed from the four dimensions distribution of core literacy of scientific disciplines,and the differences and commonality of the three editions of teaching materials are drawn.The two dimensions of scientific concept and scientific thinking account for a relatively large proportion in the third edition of teaching materials,the second dimension of scientific inquiry and practice,and the smallest proportion of scientific attitude and responsibility dimension.Fifthly,based on the comparative analysis results of the three editions of textbooks,four conclusions are drawn: 1.The three editions of textbooks all highlight the subject status of students 2.The arrangement system and style of the three editions have their own characteristics.3.The three editions take the process of scientific inquiry as the main way of science teaching.4.The dimensions of scientific attitude and responsibility are less involved in the three editions of textbooks.In this way,it provides reference suggestions for the optimization and development of elementary school science textbooks: adding Chinese characteristics,integrating STEM education,enriching moral education content,expand scientific attitude content and so on,to draw enlightenments from elementary school science teaching,and to contribute to the development of science education.