Comparative Study Of Chinese American And Japanese Primary Science Testbook

21st century, which in the means of information and knowledge to survive,strength of science and technology is more important than it has ever been, scienceeducation is to improve citizen’s scientific literacy, developing human resources,promoting the prosperity of economy. Science teaching material as an important carrierof scientific education system, its writing characteristics often can reflect a country’slevel of scientific education and curriculum reform. A country’s science textbooksoften reveal national science education reform achievements, for other countries,learning from some countries of the science teaching material characteristic andwriting theory to guide its science textbook is an effective way to narrow the gapbetween domestic in science education.Through analyzing the text content of the three textbooks of China, America andJapan the results indicated the following:Science textbook of China set inquiry activity is gradually open, science textbookof America set several simple inquiry activities, science textbook of Japan set inquiryactivity with observation and experiment.Depend on course difficulty model to analysis, found that primary sciencetextbooks of three countries are very much the same in terms of breadth. Due to classtime and the different requirements for knowledge, primary science textbooks of threecountries are difference in course depth. Besides, because of the difference of textbookin comparable course breadth and comparable course depth, primary science textbooksof three countries of course difficulty is difference in theme of the common feature oflife, objects and material, the earth’s landscape and material, stars in the sky.Analysis of science inquiry content and STSE content, find that Science textbookof China has limited some inquiry problems and divide inquiry problems in details.Compared, science textbook of America is relatively open and attaching greatimportance to the inquiry skills and inquiry ideas. Science textbook of Japan focuses on the students’ real sense of experience in inquiry acidities.About STSE content design, primary science textbooks of three countries engageSTSE content in science inquiry activities. STSE contents of Chinese textbooks formin chapters, sections, and scattered. STSE contents in Japanese textbook completelyscattered in observe activities and experimental activities. STSE content in Americantextbook present in column“science reading” intensively and show comprehensivestrongly.