A Comparative Study On The Interdisciplinary Content Of Chemistry Textbooks In Senior High Schools Between China And The United States And Its Instructional Design

In today's society with the rapid progress of science and technology,all kinds of contradictions and problems are increasingly apparent,social and ecological,environmental protection,science and technology innovation and other kinds of comprehensive problem is unable to use a single discipline knowledge content,take the single way to solve,requires a combination of different disciplines of knowledge,many studies from various angles,to systematically solve the problem.However,at present,subject teaching is widely practiced in middle schools in China.In order to achieve comprehensive development of students,teachers should focus on the knowledge of this subject in their daily teaching activities,and conduct interdisciplinary teaching with the integration of multi-subject knowledge.Obviously,the textbook is the carrier of course teaching,and the degree of multidisciplinary knowledge integration in the textbook plays a crucial role in cultivating students' comprehensive quality.This study takes the scientific discoverers of chemistry textbooks published in 2019 and mainstream chemistry textbooks in American high schools as the research objects,and conducts a comparative study of the cross-disciplinary content of four subsections belonging to the same topic module.Separately from the source of "discipline","distribution","form","knowledge","the depth of knowledge","set to" corresponds to that in six aspects of two editions of "the REDOX reaction","battery","cell" and "biological macromolecular" four parts detailed comparison and came to the following conclusion:From the perspective of subject sources,both textbooks have rich subject sources and attach importance to the integration of interdisciplinary content with science subjects.The American textbook is slightly more than the Chinese textbook in the number of subject sources,with a more prominent feature that the Chinese textbook does not have such humanities and social disciplines as art,physical education,law,etc.From the point of view of distribution position,the two editions of the textbook are distributed in the body,column,exercises and other positions,the body position distribution is the most,exercises position is the least.From the perspective of the number of disciplinary sources,the cross-disciplinary content knowledge composition of the textbooks for students and the textbooks for the United States is dominated by the cross-disciplinary content of the same knowledge content,followed by the number of cross-disciplinary content of two disciplines,and the number of three or more disciplines is rare.Compared with the Chinese textbook,the knowledge composition of the interdisciplinary content in the American textbook is significantly more than that of the same knowledge content in two,three or more disciplines.From the point of view of presentation,the two editions are mainly in text form.The Chinese edition presents interdisciplinary content primarily in the form of sentences,followed by paragraphs,and rarely in the form of pages.From the perspective of the depth of knowledge,the Chinese edition is more about the level of understanding and knowledge,that is,the D1 level,and there are few or no interdisciplinary knowledge points at a higher level.The American textbook is not only to understand the low level of requirements,but also to distinguish,distinguish applications and other high level requirements.Through the independent calculation results of each summary,we can also find that the depth of the Chinese textbook is far less than that of the American textbook.And textbook on the characterization of the middle number is more,the number of pages for interdisciplinary content rendering is more than the Chinese textbook,also more than Chinese textbook of graphics and source,from the point of set purpose and meaning,Chinese textbooks and America are both has the highest proportion in expanding scientific purpose,findings and the explanation of the purpose of the experiments to explore the lowest proportion of this purpose.In the two purposes of introducing new knowledge and experimental exploration,the number of setting in Chinese textbook is less than that in the American textbook.The chemical knowledge learned before is more commonly used as the forerunner to introduce new knowledge,and the old and new knowledge are linked together for understanding and learning.According to the conclusion of the Comparative Study,According to the suggestions of the compilation of teaching materials,the author has designed the cross-disciplinary teaching by creating the cross-disciplinary living situation,enlarging the depth of the cross-disciplinary teaching content,and creating classroom activities by using the cross-disciplinary knowledge.