A Comparison Of Chinese And American Chemistry Textbook Exercises Under Bloom's New Taxonomy Of Educational Objectives

Bloom's educational goal theory was introduced to China in 1986,which brought great inspiration to China's general and vague curriculum standards at that time and pushed Chinese scholars to propose "three-dimensional goals" based on China's national conditions and Bloom's educational goal theory.The new high school chemistry curriculum standards revised in 2020 focus on the cultivation of students' core literacy in chemistry,and combined with the current national goal of developing an "educationally strong country",teachers should pay more attention to the cultivation of students' higher-order thinking skills.This also reflects that Bloom's theory of educational objectives is still applicable to the analysis of the new standards.The Bloom's educational goal classification theory is a scientifically tested research tool that can be used as a research tool to study exercises and help teachers quickly analyze the type of knowledge and cognitive level of the exercises to guide their teaching.Based on this,the paper examines the distribution of knowledge types and cognitive levels of exercises in high school chemistry textbooks,high school chemistry curriculum standards,and IB chemistry guidelines in the United States and China.The thesis is divided into four parts in total:The first part is the background of the study.Firstly,the background of the selected topic is extracted by literature analysis method.At present,it is really necessary to borrow the excellent educational achievements from foreign countries in order to realize the goal of education modernization and education globalization.The purpose,content and training objectives of the IBDP curriculum are similar to those of China,so it is of great significance to learn from them.Secondly,an empirical study was conducted using questionnaires to understand the current use and perceptions of front-line chemistry teachers of textbook exercises,which serves as a realistic foundation and basis for the study of Chinese and American textbook exercises from the cognitive level.The second part is the literature review and theoretical foundation.The literature analysis method is used to sort out the current situation of domestic and international research on comparative chemistry exercises,Bloom's educational goal theory and IBDP curriculum and textbooks,to clarify the origin of Bloom's educational goal theory and China's curriculum standards,to understand the current research progress on the comparison of Chinese and American chemistry textbooks,and to lay the theoretical foundation of the thesis.The third part determines the research ideas,contents and methods.The comparative research method and text analysis method were used to identify the topics,specific chapters and exercise sections of the Chinese and American high school chemistry textbooks,high school chemistry curriculum standards and IB chemistry guidelines for comparison,to formulate the research ideas and to present sample analyses.The fourth section is divided into findings,conclusions and recommendations,and shortcomings and outlook.The frequency and percentage of the occurrence of knowledge types and cognitive levels were counted by statistical analysis,and the results of the study were presented in the form of data,tables and graphs,and the following conclusions were summarized and outlined:(1)the Human Education textbook was superior to the IB Chemistry textbook in terms of the total number of exercises,and both textbooks' exercises emphasized the examination of procedural knowledge and application levels;(2)the types of knowledge and cognitive levels examined in the Human Education textbook were not consistent with the curriculum standards.(3)The focus of the types of knowledge examined in the exercises of the IB textbook and the IB Chemistry Guide are the same;(4)The focus of the types of knowledge and cognitive levels examined in the standards and the IB Chemistry Guide are different.Accordingly,we propose suggestions for the design of exercises,the writing of standards and teachers' teaching respectively.Suggested textbooks:(1)increase the proportion of conceptual knowledge exercises;(2)adjust the proportion of cognitive level exercises appropriately;(3)delete the ineffective exercises in the textbooks.Suggestions for the textbook:(1)refine the academic requirements of the curriculum standards;(2)adopt Bloom's cognitive level to describe the content requirements.It is recommended that teachers should:(1)assign exercises reasonably;(2)set hierarchical exercises according to cognitive levels;(3)choose targeted teaching strategies according to knowledge types.One of the shortcomings of this study is that due to the time limitation of the study,a systematic and consistent analysis of the textbook exercises was not conducted,so there is a certain degree of subjectivity.In addition,the study did not include all the exercises in Chinese and American textbooks,and only analyzed the distribution characteristics of the exercises in terms of frequency and proportion,so the quantitative analysis of the textbook exercises needs to be strengthened.