A Comparative Study On The Content Update Of Chinese And American High School Chemistry Textbooks

As the main carrier of curriculum content,textbooks play a pivotal role in curriculum reform,and every course reform must accompany textbook reform.Since the reform of the new curriculum,China 's basic education goals have undergone a transition from “emphasis on double bases” to “three-dimensional goals” to “core literacy”.How has our textbook content been updated in this process? Is the update direction consistent with foreign textbooks?In order to understand how the content of the new version of textbooks in our country has been updated and the differences from the direction of updating foreign textbooks in order to improve the level of textbook compilation in China.This study takes chemistry textbooks published in different historical periods of China and the United States as the research object,and uses a combination of vertical and horizontal comparisons to compare the chemistry of China and the United States from the three dimensions of textbook content selection,content organization,and content presentation.Similarities and differences in textbook updates.Finally,the qualitative and quantitative methods are used to describe the research results.Based on the theory of knowledge and learning,the research results are analyzed and considered.The reasons for the results are analyzed from the educational background of China and the United States,and some suggestions are provided for the construction of textbooks in China.The study found that the content of Chinese and American textbooks was both "convergent" and "different." On the whole: China 's textbooks are updated mainly in content organization and presentation,and American textbooks are updated in content selection.Specifically: In terms of content selection update,China focuses on the selection of elemental compound knowledge and emphasizes the connection between chemistry and social life;the United States focuses on the selection of theoretical knowledge used to explain chemical properties and emphasizes student chemistry.Skill development.In terms of content organization update,China 's textbook content organization has turned to the “student center”;American textbook content organizations still emphasize “discipline center”.In terms of updating the content presentation,both Chinese and American chemistry textbooks reflect the characteristics of paying more attention to students' learning process.