Comparative Study On Senior High School Chemical Current Textbooks Between China And Japan

Curriculum reforms were the key to each educational reform which have been done three times worldwide since the 1900s, and textbooks compiling is the most important task in curriculum reforms, so educational reforms in all countries and periods would must involve in textbooks composing. As carrier for knowledge, textbook is not only the teaching basis for teachers, but also the studying recourses to students, so textbooks played an important role in education. Meanwhile, every textbook are the characteristics of countries and times, they reflect their politics, economy, culture and science. In order to succeed in reforming textbook and applying them large scale, it is very indispensable to summarize experience form our own reform in teaching materials and utilize developed countries' merits.Eight education reforms have been underwent since our new country found, and six reforms were done in Japan after Word War II. To some degree, education reform in China and Japan are similar in period and frequency. Recently, high school chemical course reforms have been conduced in both China and Japan to suit the developing demands of epoch. In 1999, new studying guide essentials were published in Japan, and it was put into practice in 2003, meanwhile, the new course teaching materials were used countrywide. Our educational department in 2003 printed the chemical course standards, and new experiment textbook were tried and tested in Shandong, Guangdong, Ningxia, Hainan, etc. in 2004.For these reasons, comparison in high middle school current chemical textbook between China and Japan were conducted form developing history, course target, content standard, content choice, basic theory knowledge, element/compound knowledge, chemical experience, exercise arranging, to column setting, etc. And the characteristics and merits of each textbook were discussed and analysis in details. It was concluded that our senior middle school chemical textbook are in the ascendant in teaching content design, studying process and methods, compiling logos and study evaluation. For example, compiling method focusing dealing with problem, paying more attention to students' self-education, diversifying classroom activities, hierarchy and openness in exercises, etc. While Japanese have its characteristic in page layout, content arrange, details setting, and focusing research. All these will be materials, reference and basis to our latter reforms in textbook' related data, knowledge systematism, page layout, illustration quality, usability, exercises arrange, research activity, assessment in school-base.