Comparative Study And Development Of Teaching Cases On Thematic Content Of Chinese And American High School Chemistry Textbooks

In order to promote the progress and internationalization of the current curriculum reform,this topic compared the contents of "hydrocarbon and derivatives of hydrocarbon" in Chinese and American high school chemistry textbooks.And based on the conclusion of the study,also combined with related theories and the guidance of complementarity of teaching,I selected the part “ethanol” of the compulsory textbook 2 published by People’s Education Press to start the case study and the research of practical exploration.This article can be divided into six parts,the contents are as followed:First part,the introduction.This part mainly introduced the choosing background of the topic,summary of documents,the determination of the research objects and research issues,the research methods,the significance and the innovation point of the study.Second part,the theoretical basis.This part expounded the basic connotation of recent development zone theory,constructivism learning theory and inquiry learning theory,and also the analysis which was combined with research contents of their guiding roles in teaching case development.The third part was the comparison of "hydrocarbon and the derivatives of hydrocarbon" in the two editions of Chinese and American textbooks and also some specific teaching suggestions combined with the problems in the current curriculum reform.The study found that:(1)Both the curriculum standards of the two countries aimed to improve the scientific literacy of the students and let them pay more attention to the relationship between the content of the teaching subject and the reality of social life,however,in our country,the specific requirements of the subject which were mentioned before and the "suggestions for activities and inquiry" had not been found in the NESS comprehensive science curriculum standard of the United States.(2)Both two editions of the textbooks presented the concepts and basic theories of chemistry in form of study topic,but the PEP version had stronger logicality and obvious disciplinary characteristics while the American version paid more attention to the relationship between chemistry and other disciplines.(3)In the two editions,the logics of the content which was mentioned previously were veryunobstructed,but the PEP version had more obvious continuity,gradation and gradualness of the content while the American version paid more attention to the structure of the subject knowledge and its application in production and daily life.(4)The two editions of the textbook had set up a variety of columns in the presentation of thematic contents,focusing on the use of different types of pictures and forms.But PEP version paid more attention to the chemical concepts and principles and the construction of thematic knowledge system but American version textbook had an "interdisciplinary link" column with high resolution and definition.Based on the mentioned research,I got several conclusions as followed:(1)Permeate the interdisciplinary knowledge while the process of learning.(2)Contact with the reality of social production and life widely,and learn the subject content in vivid and specific situations.(3)Educators should improve their overall awareness,grasp the level of the subject content in different teaching material modules,and promote the construction of knowledge system.(4)Add more high quality pictures which are closely related to the life,use the relevant charts in reason and enhance the fun of the class.The fourth part was mainly about the design of teaching case development.On the basis of curriculum standards,theoretical basis and comparative conclusions of the third part,develop and design the case of "ethanol" lesson,and put forward effective teaching implementation strategies.The fifth part,the study of teaching practice.Checked the effectiveness of teaching design through the ways of teaching practice,classroom observation,test scores and so on,and drew the conclusions:(1)The effectiveness of teaching practice was awesome;(2)Cultivated the hands-on ability and research ability;(3)Helped students to construct the knowledge system of ethanol,penetrated chemical science literacy.In conclusion,instructional design guided by constructivism,inquiry learning theory and latest development zone theory could better achieve the practical value of "ethanol" instructional design.The last part was the results of this study and the future prospects.This part summarized the research results of this stage and rethinks the shortcomings of the work,and put forward the research direction and prospects in the future.