Comparative Study And Development Of Teaching Cases In Science Textbooks Of Grades 1-2 Of Chinese And American Primary School-Taking The Field Of "life Science"

In 2017,the Ministry of Education of China promulgated the " Primary School Science Curriculum Standards",and newly established the science curriculum of the primary school 1-2 grades.With the release of the textbooks of the 1-2th grade "Science",in order to implement the new curriculum standards requirements for textbooks and teaching,and have innovation,promote the current reform process and internationalization of the science curriculum for primary schools.This topic compares the content of the "life science field" in the 1-2 grade science textbooks of Chinese and American primary schools with the requirements of the new curriculum standards in China.With the new curriculum standard,the study requirements of the 1-2 grades under the main concept of "different kinds of living things on the earth",relevant theoretical foundations and comparative research results of textbooks are the guiding basis.Innovative teaching design and development and practical exploration of the[Renjiao · Ejiao Edition] and "All Kinds of Leaves" lessons,to achieve the simultaneous development of the use of new primary science textbooks and teaching research.This article can be divided into six parts,the contents are as followed:The first part is 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.The second part is the theoretical basis of the research.The basic connotation of children's cognitive development theory and recent development zone theory is expounded,and its guiding role in the development of teaching cases is analyzed with the research content.In the third part,under the vision of China's new curriculum standard,the author compares the knowledge content and presentation mode of "life science field" in science textbooks between China and the United States.Based on the conclusion,relevant suggestions are put forward for the content selection and scientific teachingof Chinese primary school science textbooks.Research findings on the textbooks of the [Renjiao · Ejiao Edition] and the[Macmillan Education] Edition:(1)The layout of the knowledge content of the two editions of textbooks is logical.The former is closer to the student experience,and the scientific concept is built in the form of "micro ? macro";the latter constructs the scientific concept in a "macro ? micro" way.(2)The subject knowledge framework of the two editions is similar,but the former has less knowledge and content,and the knowledge system is "non-spiral".The latter has large knowledge capacity,wide coverage,many conceptual nouns,and the knowledge system is "spiral" rise.(3)The column usage rate of the two editions is high,and the column activity emphasizes the inquiry-style experience.However,the former has a small number of columns,focusing on the migration and application of knowledge;the latter has a large number of columns,and the columns focus on interdisciplinary intersections.(4)Both emphasize the use of illustrations,but the types of illustrations are similar,but the former focuses on highlighting the local features of the creatures,and the illustrations lack the legends;the latter pays more attention to the overall characteristics of the creatures,and the graphic ratio is reasonable.(5)Compared with the latter,the former has many shortcomings in the knowledge content system and the richness of resources.However,considering the cultural differences between the two countries and the reality of the national foundation,the former is easy to understand and the cartoon illustrations are childlike.More in line with China's academic situation;although the latter's knowledge content is comprehensive and broad,but many of the content has exceeded the actual level of low school students in China.Based on the mentioned research,I give some advice on the preparation of textbooks.:(1)strengthen the correlation between the knowledge of each module,appropriately increase the introduction of conceptual nouns;(2)infiltrate the "disciplinary cross" type knowledge;(3)enrich the column categories,adjust the map The ratio of texts and ratios increases the size of the illustrations that highlight the local features of the organism;(4)develops electronic textbooks to promote the diversification of learning resources.The fourth part is the development of teachingcase design.Based on the basic science curriculum standards,theory and comparative conclusions of Chinese and American textbooks,the case development and design of the "various leaves" class was carried out.Some teaching suggestions are as follows:(1)Grasp the level of template knowledge and timely supplement the missing knowledge points in textbooks;(2)Pay attention to the secondary development of textbooks and play different teacher guidance roles for different scientific inquiry activities;(3)The content reference and activity design teaching in American textbooks should be combined with China's national conditions and academic conditions to digest and absorb on the basis of reference.The fourth part is the development of teaching case design.Based on the basic science curriculum standards,theory and comparative conclusions of Chinese and American textbooks,the case development and design of the "various leaves" class was carried out.Based on reflection,the teaching suggestions are:(1)rational allocation of group members;(2)organizing students to feel the growth of leaves by cultivating green plants,and intuitively understand the role of leaves.The fifth part is the study of teaching practice.Through the teaching practice,academic interviews,test paper evaluation and other means to test the effectiveness of teaching design,and draw the conclusion:(1)The experimental class and the control class have obvious differences in the achievement of the four-dimensional goal of the course;(2)the experimental class can better implement the teaching focus and break through the teaching difficulties;(3)the experimental class pays more attention to the process evaluation,compared with the control class.It can better guarantee the effective implementation of the course.Based on the research results,the teaching implementation strategy is proposed:(1)taking into account various influencing factors of inquiry activities and fully implementing the four-dimensional goals;(2)refining core knowledge and implementing teaching priorities;(3)optimizing knowledge presentation methods,breaking through students' psychological barriers,and solving problems Teachingdifficulties;(4)Focus on process evaluation and improve teaching effectiveness.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.