A Comparative Study Of "electrochemistry" In Chinese And American High School Chemistry Textbooks

Since the 20 th century,in order to adapt to the development of social forms,countries around the world have generally adopted the educational reform.As one of the concrete forms of curriculum standard,teaching material is the main carrier of curriculum reform thought in various countries.Therefore,a scientific and systematic comparison of domestic and foreign teaching materials is a feasible way to understand the educational reform thoughts of developed countries and to learn from foreign educational reform experience.In this paper,Chemistry: Concepts and Applications(Chemistry:)concept and application of electrochemical "as the research object,using literature method and comparative method detailed analysis the different electrochemical content within the framework of the curriculum standard of knowledge arrangement,writing system,function,the differences between the experimental content and exercises,draw lessons from the advantages of the textbook,for our country high school chemistry teaching material adapted to provide reasonable Suggestions,to make the high school chemistry teaching materials play a positive role in curriculum reform in our country,cultivate students' literacy for core goal finally.The structure of this paper has eight parts.The first part is the introduction to the current situation of the research on "electrochemistry" at home and abroad,to determine the research object,content,ideas,methods,purposes and significance;Thesecond part is a comparative study on "electrochemistry" between China and the United States based on cognitive structure transfer theory and constructivist learning theory.The third part describes the Chinese and American high school chemistry curriculum standards,the "electrochemical" content of the relevant provisions of the comparative analysis;The fourth part compares the "electrochemistry" compiling system of Chinese and American textbooks in high school chemistry.The fifth part analyzes the functions of "electrochemistry" exploration column,problem column and expansion column in Chinese and American high school chemistry.The sixth part is a comparison of the types of "electrochemical" experiments and their effects and similar experimental contents between China and the United States.The seventh part is a comparative study of the level,situation and openness of "electrochemistry" exercises in Chinese and American textbooks.The eighth part draws conclusions and Suggestions,and reflects on and summarizes the shortcomings of this paper,and puts forward the prospect.Through comparative study,the following conclusions are drawn: in terms of the content requirements of "electrochemistry" in the curriculum standards,the direction of China's curriculum standards is more clear;China's teaching materials are arranged in a spiral structure,which is more detailed in the description of knowledge,which is conducive to students' grasp and use of knowledge.By contrast,the straight-line arrangement of American textbooks is simple and clear,which is easy for students to construct the knowledge system.The columns in the American edition run through every link before,during and after class.The unique design of some columns provides a lot of situational materials for students and increases their interest in reading.The experimental design of teaching materials in our country focuses on the systematic arrangement of knowledge and takes students' cognitive level into full consideration.The experimental design of American teaching materials is novel,reasonable,interesting,easy to obtain,easy to operate and safe.The number of exercises in China is less than that in the United States.In terms of examination content,it pays more attention to the examination of objective knowledge and the students' mastery of the two bases,while the exercises in the American textbooks tend to be subjectiveexamination and pay more attention to the cultivation of students' scientific literacy.