The Comparative Study Of Chemistry Textbook Of Junior Middle School Betweenchina And The United States

The research object of this paper is the chemistry textbook of junior high school between China and America, that is, Chinese in junior high school <chemistry> and the American junior high school mainstream textbook Science Explorer the chemical part in <material composition> and <chemical reaction>.Through the comparison of China and the United States junior high school chemistry textbook, and find out the differences between the writing of the educational thoughts and teaching materials, learn the advantages of American written materials, to identify deficiencies in China’s teaching material, in order to provide the reference for the development and reform of Chemistry Textbook of junior high school in china.Through the comparison of the two course background is found, Before America students in junior high school, they have learned more knowledge of chemistry than Chinese students, as well as the strong experimental operation skills; from China’s and America’s curriculum standards, to cultivate students’ scientific literacy as the goal, but the United States is a comprehensive science curriculum standard, Chinese curriculum standards in more detail, including the chemistry basic concept and the basic principle of the more stringent requirements.Through the presentation and contents of teaching materials to compare the two junior high school chemistry teaching material, draws the following conclusion: the basic ideas of their course materials are roughly the same, reflects the scientific nature and the acceptability of the unified scheduling, are conducive to the chemical knowledge; in experiment and inquiry activities, training transfer, in the comprehensive ability of the basic knowledge of chemistry USA textbooks and students experimental skills and other aspects are strong than the textbooks in China; in the integration of teaching materials, American textbooks pay more attention to the connection with other subjects than textbooks in China, more closely related to students’ daily life contact; in the exercises, the theory of the exercises in Chinese Textbooks is strong, in practice is weak, but the computational aspect very deeply, American exercises is simple, practical; in the illustration and language, USA textbook design more in line with the psychological characteristics of junior high school students.Through the presentation and contents of teaching materials from the materials to compare the two junior middle school chemistry teaching material, draws the following conclusion: the basic ideas of their course materials are roughly the same, reflects the scientific nature and the acceptability of the unified scheduling, are conducive to the chemical knowledge; in experiment and inquiry activities, training transfer, in the comprehensive ability of the basic knowledge of chemistry USA textbooks and students experimental skills and other aspects than the textbooks in China; in the integration of teaching materials, American textbooks pay more attention to the connection with other subjects than textbooks in China, more closely related to students’ daily life contact; in the exercises, the exercises in Chinese Textbooks of strong theory in practice, weak, but the computational aspect very deeply, American exercises is simple, practical; in the illustration and language, USA textbook design more in line with the psychological characteristics of junior high school students.According to the above comparison and analysis of Chinese and American high school chemistry textbook, combined with China’s national conditions, draw the following enlightenments:improving the quality of teaching material printing and illustrations, increase the picture; write more knowledge that relevant to daily life, perfect design of chemical experimental inquiry activities in the textbook; update teaching contents and feedback.