A Comparative Study On The "Life World" Course Of The Elementary School Scientific Textbook

Elementary school science is an important subject, which not only can develop scientific literacy of students, but also the ability of students. At present, the research in primary school science is mostly concentrated on the study of curriculum standards, relatively few studies on textbooks. Especially, the research on the "life world"in the primary school science textbooks has not been carried out. "Life world"knowledge is biological knowledge which is mixed in primary schools textbooks. Because "Life world"knowledge need to give consideration to both discipline of the subject and the requirements of the biological knowledge, leading to the differences in the contents and the presentation in different versions of textbooks. Meanwhile, the learning needs of students need to be studied.In this paper, the author chooses the"life world"in UNESCO version and SuJiao version as the study object, employed the way of document analysis to review the research existed. On this basis, the author employed the way of text analysis to compare the organization and structure of "life world"in different versions of textbooks. And then, the author employed Questionnaire method to survey the degree of the students'recognition to the "life world"in the two versions of the textbooks. At last, the author puts forward some the improvement suggestion of compiling textbook.This study indicated:First, in the part of "life world", the content of the two versions are basically the same except the phenomenon of genetic and evolutionary phenomena, but there are differences in requirements.The S version textbook contains almost all the points"Curriculum Standards" required, while the J version textbooks lacks of the genetic phenomenon and the evolution phenomenon. The overall objectives of the two versions textbook are basically the same with the requirements of the curriculum standards, but higher than the curriculum standards. While the S version textbook has elevated the 6 objective knowledge of "to understand or experience"to the level of " to know or to experience" level, while the J version textbook directly increased 7 knowledge goals of "to know or to experience "level.Secondly, there are differences in breadth, depth, and the degree of difficulty in the "life world"between the two versions of textbooks.In the breadth of the curriculum, with the exception of individual knowledge points the two versions textbook are basically the same with the requirements of the curriculum standards, but higher than the curriculum standards'.As to the depth of the curriculum, the two versions of textbooks are slightly deeper than the depth of the curriculum standards.As for the degree of difficulty, there are big differences between the two versions of textbooks. For example, the degree of the difficulty in the S version of textbook is higher than the Curriculum Standards'; addition to the basic needs of biological and physiological and health part of the outside, the degree of the difficulty of the J textbooks is slightly lower than the Curriculum Standards'.Third, the train of thought in compiling of two versions of textbooks is basically the same, but there are differences in arranging the specific content. The S version of textbook pays more attention to the law of students'physical and mental development, the J version of textbook gives emphasis to knowledge integration.Fourth, in the selection of the material, the J version of textbook has considered the differences in region, but the implementation is not satisfactory. The S version of textbook slightly considered the differences of region. Choice of materials, the two versions of textbooks has stronger locality, more suited to the south area.Fifth, there is big difference in the presentation between the two versions of the textbook. The S version of textbook takes meaningful reception, pay more attention to learning outcomes; the J version of textbook explores the way of exploration and discovery, attaches more importance to learning process and students'ability.Sixth, in students'eyes, good books should contain wealthy knowledge, lots of pictures to explain knowledge; appropriate electronic version and electronic resources package; more stories; history of science; a lot of the content can be hands-on; some extra knowledge; the knowledge useful in life. Finally, the content of books should be clear, easy to understand. For the above conclusions, we propose the following:1."Life world"course selection of material should fully consider the regional differences, select the material closer to students'life.2. Add science stories, celebrity Yi Shi, illustrations to explain to the textbooks.3. Add the database after each chapter, so that students have more knowledge of intake.4. Combine a variety of presentation, not only focus on learning results, but also concern about the learning process and students'ability.5. Lay stress on the knowledge of history science, the compiling group of textbooks shuold be formed with diversified members.This study can offer some suggestions to science textbooks compiling and help teachers better interpret textbooks.