Research On The "Science Writing" Tasks In American Science Textbooks

The ability of middle school students to use scientific knowledge to explain problems is very weak.When they encounter problems that require more text to answer,they have certain difficulties and often give up trying.It is particularly necessary to seek effective ways to improve students' practical ability and writing skills.There are a large number of "science writing" columns in the "Science Explorer" series of textbooks.The writing tasks require students to express their understanding and application of scientific knowledge through written expressions.Therefore,this study takes American junior high school "Science Explorer" series of textbooks as the research object,according to the related theories of constructivist learning concept,multiple intelligence theory,and science writing element model.I select the situation,writing style,presentation method of the science writing task and readers for the works,to analyze the tasks of science writing from two different levels: microscopic and macroscopic.On the micro level,qualitative analysis methods are used to select several typical science writing tasks for analysis;the macro aspect uses a combination of qualitative and quantitative methods;the situation in the science writing task,the type of writing,the way the works are presented,and the readers for the works The quantitative analysis was carried out in order to provide reference to how the domestic first-line teachers can design "science writing tasks" when carrying out "science writing" teaching activities and localize "science writing".There are altogether 149 science writing tasks in ten "Science Explorer" textbooks selected by the writer.Each chapter has three to four science writing tasks,which reflects the importance of the writing of this textbook to science writing.From the perspective of writing content,most of them are descriptive writing and explanatory descriptive writing,which account for 54% and 21% of the total.It can be seen that the science writing in this textbook focuses on students' scientific knowledge to make scientific use of the phenomena and things around them.Describe and explain the ability to use knowledge.At the same time,propositions also created a large number of situations for the use of students' knowledge.There are 113 situational writing tasks,accounting for 76% of the total,of which social life situations account for 78%,and personal life situations account for 22%.These situations are dominated by real situations,but there are also a small number of fictional situations(10%)that add fun and vitality to science writing.In addition,among these science writing tasks,propositionaries have created a variety of different role-playing opportunities for students,and the reader-oriented works and the presentation of works have also exhibited diversified features.This study has certain reference significance for the first-line teachers in our country to design science writing tasks.Science writing as an important teaching method,teachers should pay attention to it,try to use science writing activities to promote science teaching and improve students' scientific literacy in teaching.The design of science writing tasks can not be copied according to foreign excellent results,must be strictly based on China's science curriculum standards,contact the content of teaching materials,for students to design close to the reality of life,a variety of diversified science writing tasks,so that science writing localized.