| The purpose of this study is to optimize contexts in the textbooks.This study compares and evaluates the context in the U.S.A and Chinese chemistry from the perspective of the number distribution and composition of the context.Based on the characteristics of chemistry content in two sets of textbooks,the five major themes of"atomic structure","element cycle law","chemical bond and crystal structure","redox reaction","chemical reaction rate and chemical balance" are choosed to represent the overall situation.Firstly,the comparison of the number distribution of context is carried out on the basis of the connotation of the context.Then the evaluation criteria of the context construction are established through the literature analysis.The comparison and analysis cmbines quantitative methods of statistical data and qualitative case analysis method.The study finds that the number of contexts of the Shanghai version of textbook is not as rich as the American.In Shanghai version of textbook,the more macroscopic and basic the contents are,the more number of contexts there are,while the American version attaches particular importance to the macroscopic manifestation of the microcosmic knowledge.The "background" and "information support" levels of the American version are much higher than those of the Shanghai version,"activity process" level is slightly higher in American version and "subject knowledge" level almost takes no difference in two versions.Through this study,there are three ways to improve the quality of context in the Shanghai version of textbook.(1)Increasing the number of contexts in the knowledge subjects with higher degree of microscopic abstraction.(2)Reexamining the contexts with low context construction level and improving the contexts by optimizing the processing strategy under the condition of meeting the adaptability.(3)Selecting better contexts which can reflect temporal spirit,new technologies and establish the glorious image of modern chemistry. |
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