A Comparative Study On The Knowledge System Of Primary School Science Textbooks Between China And The United States ——Take The Old And New Science Textbooks In China And The "Science Enlightenment" Textbook In The US As Examples

Textbooks are the material carriers of teaching activities,and teachers' teaching and students' learning processes are inseparable from the use of textbooks,and how to better adapt to the development of each student based on the use of textbooks is a problem that needs to be studied by front-line teachers and even scholars in universities at this stage.Nowadays,elementary school science textbooks and curriculum standards are in a stage of continuous updating and development.The paper compares the knowledge systems of the three editions of elementary school science textbooks in China and the United States(the new,old and Macmillan editions)in the field of material science(taking "sound,light and heat" as an example),and explores the characteristics of the knowledge systems of the three editions of elementary school science textbooks in China and the United States.This study mainly uses the literature research method,comparative analysis method,quantitative and qualitative analysis method,content analysis method,case study method and induction method to construct a comparative framework of a textbook knowledge system based on the comparative study of science curriculum standards of two countries.The comparison of knowledge system structure includes two parts: logic and applicability;the comparison of knowledge system content includes five parts: content of knowledge system and conformity to the standards,breadth of knowledge,depth of knowledge,the difficulty of knowledge,and connection between knowledge;the comparison of knowledge system writing characteristics includes two aspects: language expression of knowledge system and illustration setting.Based on the analysis and comparison of each part,the conclusions of this study can be summarized as follows.1.From the content requirements of the curriculum standards: Both Chinese and American science curriculum standards are relatively large for the content requirements of this part of energy,China is relatively independent in the content requirements of the three forms of energy expression "sound,light and heat",most of which are analyzed separately for different forms of energy expression,while the U.S.The U.S.curriculum standards focus more on developing students' mastery of the core concepts of linking and transforming multiple forms of energy.2.From the comparison of the logic of the structure of the knowledge system,we can conclude that the knowledge system of the American elementary school science textbooks,such as "Science Enlightenment",is more complete in the part of "sound,light,and heat" and can construct a more systematic collection of energy and matter,while the knowledge system of the Chinese elementary school science textbooks,such as the Jiangsu Education Edition,is more independent in this part.The logic of the knowledge system in this part is independent,and the arrangement of the knowledge system is mainly linear.3.From the comparison of the applicability of the knowledge system structure,it is concluded that the American elementary school science textbooks,such as "Science Enlightenment",are stronger than the Chinese science textbooks in terms of the applicability of the knowledge system,and the teaching activities are more focused on the development of students' real-life skills,while the American textbooks have additional activities that are not included in the textbook pressed by Jiangsu Education Edition:practice problems,writing,etc.4.In comparison,the three textbooks are more in line with the requirements of the corresponding curriculum standards,and the textbook pressed by Jiangsu Education Edition is more in line with the requirements of the curriculum standards,and "Science Enlightenment" expands and extends the core concepts required by the curriculum standards when presenting the knowledge system.5.From the comparison of the breadth of the knowledge system,we can see that the breadth of the knowledge system of "sound,light,and heat" in the textbook is significantly higher than that of the old and the new textbook pressed by Jiangsu Education Edition,and the difference is larger.The content of the knowledge system presented in the American textbook is more in line with the international perspective,and the content is more extensive.6.From the comparison of the depth of the content of the knowledge system,it is concluded that the depth of the content of the knowledge system in the three parts of "sound,light,and heat" in the textbook of "Science Enlightenment" is higher than that in the textbook pressed by Jiangsu Education Edition,which is the advantage and disadvantage of the textbook of "Science Enlightenment",because the content of the knowledge system with high depth makes it difficult for students to accurately construct the knowledge system in their minds within a short period of time.The depth of the content of the knowledge system of the domestic elementary school science textbooks is to some extent more in line with the cognitive level of the students of this age group.7.From the comparison of the difficulty of the content of the knowledge system,it is concluded that the difficulty of the content of the knowledge system in the three parts of "sound,light,and heat" in the textbook "Science Enlightenment" is higher than that in the textbook of the two editions of Jiangsu Education,and there is a discontinuous division,which may exceed the cognitive level of students to a certain extent,and also has a certain impact on the teaching level of teachers.The content of the knowledge system8.The comparison of the content of the knowledge system shows that the textbooks of both countries are better connected to the corresponding knowledge content in secondary schools.However,it is worth noting that "sound,light,and heat" are part of the physics field in China,and because the physics curriculum in China begins in the second year of junior high school,while the U.S.science textbooks are designed for students from kindergarten to 12 th grade,the U.S.textbooks do not show a break in the content of the knowledge system,and the degree of articulation is more continuous than that in China.The U.S.textbooks have no break in the content of the knowledge system and are more continuous than the domestic ones.9.From the comparison of the language expression of the knowledge system writing characteristics: the language expression of the textbook "Science Enlightenment" is mostly large explanatory dialogues,while the old and new Soviet textbooks are mostly dialogues,and shorter,which is due to the different positioning of textbooks in the two countries,the positioning of textbooks in the United States as science readers,while the positioning of textbooks in China is only auxiliary materials for teaching.10.The comparison of the illustration settings from the knowledge system writing characteristics shows that: the old and new textbooks pressed by Jiangsu Education Edition are more reasonable in terms of illustration settings,while the textbook "Science Enlightenment" is less vivid in terms of illustration settings,and the types of pictures are mostly real-life pictures,with fewer types of illustrations,which can easily produce reading fatigue among students,thus causing certain obstacles to the construction of the knowledge system.