A Comparative Study Of Chinese And American Textbooks For Stse Education In Primary School

Under the background of the reform of international science education,STSE education has attracted much attention of the country.STSE education is a new paradigm of science education,which is reflected in the national science education curriculum documents,and it is a research hotspot at home and abroad.Primary school science education aims at cultivating students' scientific literacy.As a basic subject of science,it plays an important role in cultivating students' core literacy.Focusing on embodying the essence of science and cultivating students' core scientific literacy is a clear requirement of the new edition of the Curriculum Standard.As an important factor of scientific attitude and responsibility in scientific core literacy,STSE education is one of the important ways to improve students' core literacy.At the same time,it is also an important part of the current scientific curriculum standards in China.By comparing and exploring the characteristics of STSE education in primary Sciences between the two countries,this paper provides a reference and theoretical value for the current implementation of STSE education in China,and is also a new subject facing primary school science teachers and researchers in China.Firstly,through a comprehensive and systematic combing of the connotation and characteristics of STSE education and its general situation and course of development of STSE education in China and the United States,this paper focuses on the analysis and comparison of the catalogue,theme,content,illustrations and language of Chinese and American textbooks in primary school science STSE education,and conducts a comprehensive and in-depth study of STSE education in textbooks,and finally draws the following conclusions:Secondly,in the design of STSE educational content for primary school science textbooks in China and the United States,they are designed with the clues of thematic units,focusing on situational and biochemical dialogues,while the United States emphasizes the design concept of integration and problem-based.In the way of presentation,reading materials are used to present,and fixed STSE education columns are set up.American textbooks are presented in a variety of ways,including catalogues,text,illustrations and other ways to fit STSE education content,but also focus on catalogues,chapters and other aspects to reflect STSE education.In addition,the use of various illustrations to present STSE education is also a major feature of American textbooks.In China,STSE education is presented in a single way,with inadequate columns,weak illustration operation and less presentation language.In terms of themes and their characteristics,both countries are concerned with the themes of science and technology,life and environmental education.Both countries place more emphasis on the proportion of environmental education themes.American primary school science textbooks have a large number of STSE education themes with more characteristics,emphasizing the sense of participation and social responsibility.Scientific vocational education is highly valued in American textbooks.Finally,through the analysis of the data in STSE educational textbooks,it is concluded that the content design,theme,presentation and characteristics of STSE educational textbooks in the two countries are different,and further constructive suggestions are put forward from the two aspects of textbook compilation and teachers,and prospects for future research on theme are made,hoping to give inspiration to the development of science teaching in primary schools.