A Comparative Study Of Science Textbooks For Primary Schools In China And Singapore

It is the trend of The Times to develop science education in depth.Cultivating the spirit of independent innovation and practical ability of primary and middle school students lays a solid foundation for promoting China into an innovation-oriented country.The reform of the basic education curriculum is in progress.The reform of curriculum standards and teaching materials is the focus and core of the reform of basic education.With the release of the 2017 "Compulsory Education Primary School Science Curriculum Standards",the reform of science teaching materials in China is on the rising.The compilation of textbooks is a crucial carrier for the development of disciplines.A comparative study of science textbooks between China and Singapore is helpful to analyze the pros and cons of the textbook compilations of the two countries,learn from each other,and provide certain theoretical references for the in-depth development of science education in China,and then improve the quality of textbook compilation.This research mainly adopts literature research method,text analysis method and comparative research method.From the macroscopic and microscopic dimensions,this paper analyzes the primary school science textbooks of China and Singapore,then compare the similarities and differences between the two.Firstly,the similarities and differences of curriculum guiding ideology between China and Singapore in the course guiding ideology are analyzed from a macro perspective.Then,based on the guiding ideology,the content selection and content presentation of the "circuit and electric energy" unit of the two editions of the textbook are compared and analyzed from a micro perspective.Content organization includes layout style and unit structure.Content selection includes breadth,difficulty and depth of knowledge content.Content presentation includes language presentation,illustration setting,column arrangement,scientific inquiry,and popular science knowledge.The comparison shows that: From the curriculum guiding ideology,both countries pay attention to the cultivation of scientific inquiry ability,and Singapore takes scientific inquiry as the core of the curriculum.From the perspective of content organization,the spiral arrangement is adopted in the structure of the two editions.The textbooks of China edition have a unique "large unit structure" in form.The textbooks of the Marshall version have a cross-domain concept as the theme to construct a curriculum system.Through data analysis,it is found that the Marshall version of the textbook has a wider range of knowledge,and the textbook version of the textbook has more in-depth knowledge content.In terms of content presentation,both textbooks focus on problem-driven exploration activities.In terms of illustration presentation,Marshall edition is better at creating learning situations through cartoon illustrations,while teaching textbooks pay more attention to scientific and rigorous illustrations.In the context of learning,the textbooks of the textbooks pay more attention to the scientifically and rigor of the illustrations.The Marshall version of the column setting emphasizes the knowledge induction link.Under the concept of scientific inquiry,the textbooks of China have higher requirements on the experimental process.The Marshall version pays more attention to students Cultivation of scientific thinking in inquiry.There are differences in the choice of content between the two editions of teaching materials in terms of popular science knowledge.According to the results of comparison,it is suggested that the column design and illustration should be enriched and perfected in the compilation of science textbooks for primary schools in China,so as to increase the interest of science textbooks,balance the scientific inquiry and scientific knowledge in the textbooks,optimize the selection of textbook content and promote the teaching material in daily life.Incorporate local elements to enhance national cultural identity,and balance experimental inquiry and reasoning inquiry.