Comparative Study Of Science Textbooks For Grades 1-2 In Chinese And American Primary Schools And Development Of Teaching Cases

2017 version of "Compulsory Education Elementary School Science Curriculum Standards" promulgated,science courses set for grades 1-2.With the issuance and use of science textbooks for grades 1-2,in order to make the textbook content and its teaching better implement the requirements of the new curriculum standards,and innovate on this basis,promote the international level of science education in our primary schools.Based on the requirements of China's new curriculum standards,this subject makes a comparative study on the knowledge content and presentation methods in the "material science" field of science textbooks for grades 1-2 in primary and secondary schools in China and the United States.Guided by the new curriculum standard in the field of "force acting on objects,which can change the shape and movement of objects",the requirements for grades 1-2 under the main concept,related theoretical foundations,and comparative research conclusions of Chinese and American science textbooks are used as guidance.,To [Human Education · Hubei Education Edition](hereinafter referred to as [Human Education · Hubei Education Edition])In the second grade,the book "Thrust and Pull" was used to develop innovative teaching cases.And conducted teaching practice research,To achieve the simultaneous use of the new version of science textbooks in primary schools and educational research.This study is divided into six parts,which are as follows:The first part is introduction.It mainly elaborates the background of the topic of this research,a review of relevant literature at home and abroad,the determination of research objects and research questions,research methods,research meanings and innovation points.The second part is the theoretical basis of the research.The recent development zone theory and life education theory are expounded,and their guiding role in teaching case development is analyzed in combination with research content.The third part,under the guidance of the 2017 version of the "compulsory education elementary school science curriculum standards",A comparative study of the knowledge content and presentation methods in the "material science" field in the science textbooks for grades 1-2 between China and the United States,and suggestions for textbook writing and teaching case development.A comparative study of the "material science" field in the science textbooks for grades 1-2 in China's [Ren · Hubei Edition] and the United States [Macmillan Edition](hereinafter referred to as [Mike Edition]):(1)Knowledge content: content selection,The latter is higher in breadth and depth than the former.The latter has a wider content coverage and a large content capacity.The latter,from a macro perspective,first explains what substances are,and then observes which substances are around.The objects in the home are the objects of observation,and then the world is made up of matter.In terms of content distribution,the former occupies one or two units of the entire textbook,while the latter is a separate volume.Content arrangement logic,the latter arrangement logic is clearer,each volume sets E unit as material and energy content,F unit is motion and force,and the knowledge content is strongly related.Appears;the former's knowledge content has better correlation with the new curriculum standard.(2)Aspects of presentation: In terms of column presentation,both textbooks pay attention to the setting of columns,but the latter has more types of columns.The latter focuses on procedural evaluation.From unit to course,there are evaluation columns and extended columns,but the latter focuses on the connection between science and other disciplines.At the same time,inquiry columns have been set up,but the latter column pays more attention to the standardization of students' inquiry.In the review column,the latter set corresponding exercises to examine students' mastery of knowledge.In the presentation of illustrations: both countries attach importance to the illustration set on textbooks,using physical illustrations more frequently,and drawing illustrations are less frequently used,but the latter is more in line with the cognitive development level of lower grade students,the latter is in kind The size is larger,the color is more vivid,the definition is higher,and it is accompanied by related text descriptions,legends,and the latter are richer in childlike painting illustrations,and the graphic illustrations only appear in the latter textbooks.Based on the above conclusions,the following suggestions are made:(1)Suggestion of knowledge content:(1)Strengthen the interrelationship between knowledge content and supplement the missing knowledge content;(2)Make full use of campus and classroom resources to become the center of effective learning for students;(3)Use real situations to create problems and effectively attract students' attention to situations;(4)Pay attention to the teaching method of scientific inquiry,give students more time to obtain more discoveries,and effectively implement the scientific inquiry goals.(2)Suggestions on presentation methods:(1)Pay attention to procedural evaluation,set up corresponding exercise exercises,and strengthen the review and consolidation of knowledge;(2)Scientific inquiry process should define the inquiry steps to cultivate the normative operation of lower grade students;(3)enrich the content of the expansion column,strengthen science courses and other disciplines The relationship between them will broaden the students' horizons;(4)perfect the illustration names and legends of the illustrations,and choose illustrations that highlight the characteristics of things to achieve the effect of both pictures and texts.The fourth part,teaching case development,Guided by the 2017 edition of the "Compulsory Education Primary School Science Curriculum Standards",related theoretical foundations,and a comparative study of Chinese and American science textbooks,the innovative teaching design of the "Push and Pull" lesson is guided.The fifth part is the study of teaching practice.The two classes with similar academic performances were taught in the "push and pull" lesson,and post-test questions were used to check the effect of the instructional design.The following conclusions were drawn: The experimental class was compared with the control class using the fourth chapter of innovative instructional design.With better course goal achievement results,the experimental class is easier than the control class to break through the teaching difficulties of this lesson.Based on teaching practice,put forward strategies to improve this case teaching:(1)During the teaching process,build a problem support layer by layer,guide step by step,and fully implement the four-dimensional goal.(2)Set up multiple experiential activities to guide students to explore the existence of perception,discover the characteristics of the ability,and break through teaching points and difficulties.(3)Optimize the use of multimedia,make demonstration videos,and carefully make PK-style classroom exercises to increase student participation and ensure teaching quality.The sixth part is the staged results and future research prospects.The research results of this stage are summarized and the deficiencies still exist in the research are summarized.The directions and goals of future research are put forward.