A Comparative Study On The Competence Structure Characteristics Of "Reaction Principle" In Chinese And American High School Chemistry Textbooks

The competence structure contained in the contents of textbooks affects the way students construct knowledge,and then affects the implementation of academic core attainment.This study selects the content of Chinese high school Chemistry textbook（People’s Education Press）and American high school Chemistry textbook（Chemistry:Concepts and Applications）,using "reaction principles" to analyze and compare,which aims to reveal the differences between them and provide suggestions for the compilation and usage of Chinese textbooks.Firstly,this study constructs the analytical framework from content construction and competence structure which based on domestic and international cultural heritage overviews.According to the knowledge content and its arrangement logic,the content construction is divided into two dimensions: content distribution and logical correlation;According to the constituent elements of chemistry disciplinary competence,the competence structure level is divided into four dimensions: macro-micro connective competence,experimental inquiry competence,quantitative calculation competence and comprehensive application competence.Secondly,this study uses the analysis framework to code,count,analyze and compare "reaction principle" of Chinese and American high school chemistry textbook,and draws the following conclusions:At the level of content construction,the content distribution of "reaction principle" in Chinese and American textbooks is similar as a whole,and the logical correlation tends to be consistent.At the level of content distribution,the content selection of "reaction principle" in the two editions of textbooks is almost the same,but modes of presentation are varied greatly.In the dimension of logical connection,the knowledge logic of "reaction principle" in the two editions of textbooks is a combination of spiral and linear to describe the knowledge points;The knowledge structure of Chinese textbooks is more complex,and the correlation between knowledge points is higher.At the level of competence structure,the content of " reaction principle" in Chinese and American textbooks mainly presents the following characteristics:（1）The distribution of competence level is reasonable.The content of "reaction principle" in both Chinese and American textbooks shows the trend of middle level >low level > high level,which reflects the compiling features of these two versions.The compiling features are attaching importance to the foundation and developing the high capacity level appropriately（2）The combination competence of micro-macro is more weighted than experimental inquiry competence.The proportional distribution of macro-micro connective competence and experimental inquiry competence in Chinese and American " reaction principle" reflects that the these two versions pay attention to the development of macro-micro connective competence,but the implementation of experimental inquiry competence still needs to be considered.（3）The focus on competence development is different.In addition to paying attention to the development of macro-micro connective ability,Chinese and American textbooks also focus on the development of other key competences.Specifically,Chinese textbooks pay more attention to the development of macro-micro integration and quantitative computing competence,while American textbooks pay more attention to the development of macro-micro integration and comprehensive application competence.