Comparative Analysis And Study On Organic Chemistry Of High School Chemistrry Textbooks In China And America

In the 21 st century where economic and political culture develops rapidly and communicates frequently,education is also required to keep pace with the times and to see the development of education in countries around the world with an open perspective and way of thinking,so as to enhance the students' ability to think,explore and solve problems from the perspective of different knowledge and cultural backgrounds and development characteristics of different regions.Since China's reform and opening up,it has been proposed in education that we must keep pace with the rapid development of modernization,face the world,and keep pace with international development.The chemistry textbook is a content carrier for students to participate in the exploration of the nature of chemical substances and the phenomenon of chemical reaction.It provides useful analogy and clear explanation for students to understand the basic material concepts.With the deepening of the reform and innovation of basic education courses,changes have also taken place in chemistry textbooks and classroom teaching.Since the publishing of high school chemistry textbooks in China and the United States,they have been constantly revised and improved,and strive to be more in line with the students' all-round development of the educational philosophy.In order to more effectively achieve the expected goals of the new curriculum reform and innovation,cultivate high-level talents adapted to the requirements of the development of economic globalization,and adapt to the rapid development of internationalization of education,it is necessary to conduct comparative analysis and research on the diversified high school chemistry textbooks in China and the United States.During the high school chemistry education stage,the “organic chemistry” part occupies an important position.Organic compounds are widely found in production and life,and they are also the basis of various scientific disciplines.This article uses the literature analysis method,comparative study method,teaching material analysis method,and case study method for the chemistry textbooks published by the People's Education Press of China and mainstream science textbooks(scientific discoverers)of the US High School Chemistry: Concepts and Applications.The comparative analysis of the "organic chemistry" part of the two versions of textbooks was carried out from the aspect of knowledge presentation,diagram system,organic chemistry experiment setup and after-school exercises.It summarizes the advantages and disadvantages of the two versions of textbooks,draws on the strengths of the American version of textbooks,and integrates them to provide reasonable suggestions for the improvement of China's organic chemistry textbooks.At the same time,it enables the Frontline teachers to keep pace with the development of education internationalization and enrich their teaching resources.Break the limitations of using the textbook version to broaden the teacher's horizon.Through the comparison of the two versions of textbooks,it is found that the organic chemistry knowledge system of PEP edition of textbooks Press published chemistry textbooks are systematic and complete.The compulsory part is introduced with the actual life,and the elective part establishes the organic compound learning system on the basis of the compulsory.The introduction of the US version of the textbooks knowledge system is less focused on the life chemistry reaction and creating a life scene.In the presentation of skills knowledge,the US version of textbooks use relevant materials to inspire students to learn in a meaningful and discovery-based learning style,and to further develop students' ability to actively think about and explore problems.In the diagram system of the teaching materials,there is relatively little connection between PEP edition of textbooks ' charts and actual life production.The US version of the chemistry textbook found almost every page has a chart,most of which are actual pictures and safety warning charts involving actual life.The content of the American version of the chemistry textbook chart is more relevant to real life.In the experimental setting of the textbooks,the experimental setup in the textbooks of our country is brief,but it is equipped with experimental device maps and phenomenon maps.We attach importance to the experiment to students' hands-on operation ability and experimental skill training.The experimental descriptions of the US textbooks are detailed and the steps are compact.There are many items,experimental materials are used for life,experimental safety warnings are obvious,and emphasis is placed on experimental operation safety education.For the after-school exercises of the two versions of chemistry textbooks,the three dimensions of the cognitive level,background level,and reasoning level and the difficulty of comprehensive difficulty were calculated and analyzed.The comprehensive difficulty of the two versions of the chemistry textbooks was roughly the same,but the comprehensive background difficulty level of the two editions of the textbooks,quite less than the other two levels.From the summary of comparative analysis,the following suggestions have been proposed for the compilation of Chinese chemistry textbooks and practical teaching: The organic chemistry knowledge system must be systematic while taking into account the comprehensiveness of science,breaking the boundaries of disciplines,infiltrating science education,and improving students' comprehensive scientific literacy.It enriches the content and colors of the charts,diversifies the forms of the charts,and lives,improves the reading and utilization of the materials,and stimulates students' interest in reading.In practical teaching,teachers are also advised to use multimedia resources to intersperse relevant chemical pictures closely related to daily life in classroom teaching,supplement and enrich textbook charts,stimulate students' interest in learning from practical life,and also expand students' horizons.Diversification of experimental materials and daily life,the safety of experimental operation education is obvious,so it is recommended to incorporate experimental safety tips in the preparation of experimental procedures.In practical teaching,the demonstration experiments of teachers must also be standardized,pay attention to details,and permeate safety education into each In the experimental procedures,prevent problems and protect the safety of teachers and students.After-school exercises are arranged in layers.With the background of actual production and life and the forefront of scientific and technological development,students are given the opportunity to apply chemical knowledge to solve issues such as life production.