The Comparative Study Of Ssi In Chinese And American Textbooks

This study takes the science textbooks of the United States Press and Zhejiang Education Press as the research object,the SSI Content Analysis Framework Based on Textbook Teaching Attributes is constructed,and the differences and similarities of SSI content in the teaching attributes of junior middle school science textbooks in the two countries are compared and studied.Firstly,the concept and dimension of teaching attribute in this study are defined,which are target support,content support,process support,resource support and evaluation support,and the analysis framework of this study is constructed by referring to the connotation characteristics of SSI content,the theoretical framework and the analysis framework of teaching attributes.Using the framework,the presentation of SSI content in two sets of textbooks in various dimensions of teaching attributes is analyzed.The analysis results show that(1)In terms of resource support,the two textbooks lack the channels for collecting SSI related data and information.The average number of SSI in each volume is similar,and the number and types of SSI issues in Science Explorer are more abundant;(2)In terms of content support,SSI content of the two sets of textbooks has a large difference in the proportion of cross-field types.The most commonly used topic is science,and the reflection of morality and ethics is insufficient.Neither of them points out the tendentious views and comments of mass media on controversial issues.The Science pays more attention to the social,environmental and ethical fields of SSI content,as well as the temporary and scientific evidence attributes,and mainly presents global and national issues.On the other hand,Science Explorer pays more attention to the limitations of economy,policy fields,science and the sociocultural attributes of science,and reflects more dimensions of the nature of science at the same time.It pays more attention to linking SSI content with students’ personal socio-cultural background,and sets more regional and community-oriented situations.In the presentation of SSI content,more attention is paid to presenting the controversial features of the issue through the combination of diversified indicators;(3)In terms of process support,both textbooks lack complete topic content throughout the whole chapter.Scientific Explorer provides teachers with more possibilities and autonomy of teaching design for SSI teaching,pays more attention to SSI activity design in textbooks,and considers students’ prior knowledge.The Science pays more attention to students’ cognitive development and experience;(4)In terms of goal support,the two textbooks lack goal support for SSI content.The Science focuses on more diversified goals,but the layout of goal presentation in Science Explorer is more conducive to students’ learning and teachers’ teaching guidance;(5)In terms of evaluation support,the evaluation of the topics in the two textbooks did not match the target well,and the textbook of the Science was still dominated by exercise evaluation.Scientific Explorer,on the other hand,has a more diverse evaluation method,with more diverse exercise types and clearer column settings,but fewer exercises.Based on the conclusions of this study,this study puts forward suggestions for the compilation of science textbooks and the implementation of SSI teaching by teachers,and discusses the shortcomings of this study and the direction of follow-up research.