A Comparative Study Of Creating Situation In Chinese And American High School Chemistry Textbooks

Textbook is not only the carrier of achieving the curriculum objectives, but also the main intermediary to develop the cognition, emotion, and character activities. With the continuous deepening reform of chemistry curriculum, there is a mounting momentum for chemistry textbook reform. Therefore, textbook writers are facing a practical problem, namely how to renew the textbook materials and improve knowledge presentation according to the teaching practice and the needs of students. In recent years, materials contextual processing and creating teaching situation have been received much more attention. However, China is at a relatively low level on creating situation compared with developed countries such as European countries and America.In this paper, high school chemical compulsory textbooks, published by the People’s Education Publishing House, was taken as the benchmark for comparison. And compared with mainstream American High School Science Textbook Chemistry: Concepts and Applications. Firstly, the situation of chemical basic concepts, chemical basic theories and the knowledge of element compounds were compared as a whole. Secondly, some specific examples were selected to make the partial contrast, such as amount of substance, chemical bond, and alkane. Through global and local comparison, we try to find their advantages and disadvantages. Thirdly, some experience which is helpful to create situation for our chemistry textbooks was absorbed, and some inspirations to provide positive and practical advice for our ongoing high school chemistry curriculum reform were drew. Finally, some situation cases were developed to help students’ learning and teachers’ teaching, for achieving the ultimate purpose of improving the scientific literacy of students, and inspiring teachers to create situations.