Comparative Study On Contexts Setting In Middle School Chemistry Textbooks In China And America

The purpose of the study is to understand the current situation of their respective contexts setting and then discover the similarities,differences and characteristics of the contexts in terms of their features of composition,function and representation through analyzing the two editions of middle school chemistry textbooks in China and America.Finally possible suggestions are put forward for improving the quality of the contexts in People's Education Press edition of chemistry textbooks according to the results of analysis.In this study,we analyze the chemistry textbooks published by People's Education Press in 2012 and the chemistry sub-volumes Chemical Interactions and Chemical Building Block of American middle school mainstream science textbooks Science Explorer(3rd edition)published by Zhejiang Education Press in 2013.The content analysis method,the comparative method and the case study method are mainly used to make quantitative and qualitative analysis of the contexts in Chinese and American junior middle school chemistry textbooks.The study finds that the number of contexts in the Chinese edition of middle school chemistry textbooks is not as rich as that in American Science Explorer edition.American edition of chemistry textbook emphasizes the setting of contexts around micro-abstract knowledge,which promotes students' understanding of knowledge.In terms of the features of contextual composition,the levels of "knowledge","setting","activity" and "information support" in American Science Explorer edition of chemistry textbook are both higher than that in People's Education Press edition.In terms of features of contextual function,the proportion of contexts with multiple functions is much higher in American Science Explorer edition than in the People's Education Press edition,and the contexts in both editions mostly serve the functions of motivating students to learn and promoting knowledge understanding,but lack in improving students' thinking skills.In terms of the features of contextual representation,the contexts in the two editions of chemistry textbooks are mostly represented by a combination of text and pictures or diagrams,and the overall level is not very different,but the difference lies in the fact that the contextual texts in American edition textbook have more plots,which are more vivid and interesting,while the contextual texts in People's Education Press edition textbook are more concise,which embodies the standardization of textbook language.According to the research findings,a top-level design is made for improving the quality of contextual writing in People's Education Press edition of chemistry textbooks.The first is the top-level guarantee: to promote editing by doing research,that is enriching the theoretical research on contexts setting in textbooks.The second is the middle-level accumulation: to set up a scientific and reasonable textbook writing team.The third is the bottom-level consolidation: to improve the teachers' level of using contexts in textbooks.Finally,seven specific implementation suggestions are given to improve the quality of contexts writing in chemistry textbooks.The first is focusing on the embedding of methodological and value-level knowledge in contexts.The second is focusing on setting contexts around micro-abstract knowledge.The third is enriching the supporting information in contexts.The fourth is promoting the optimization and updating of practical contexts permeated with STSE(science-technology-society-environment)concept.The fifth is carrying out the writing of interdisciplinary contexts.The sixth is balancing the standard and vividness of the contextual text.The seventh is enhancing the authenticity of the illustrations in the contexts.