A Comparative Study Of Chinese And American Chemistry Textbooks Based On Teaching Situations

"Context" is an important attribute of constructivism learning theory,which holds that context is conducive to the construction of meaning for students to learn.Therefore,both domestic and foreign textbook design pay attention to context design,and the study of domestic and foreign textbooks can also provide reference for the compilation and use of textbooks.The "Chemistry Curriculum Standards for General Senior High Schools（2017 Edition）" proposes that real and specific problem situations are helpful to cultivate students’ core qualities in chemistry.It gives suggestions on teaching situations from the perspectives of course concept,course content,teaching suggestions and textbook compilation,which are the main content basis for textbook evaluation.Secondly,the evaluation framework and evaluation scale are finally formed by referring to the latest curriculum reform in the United States and literature on the situation.This paper selects the different contents of Chinese High School Chemistry and American Chemistry: Concept and Application,studies the situation of the two versions of textbooks according to the scale designed,and draws the following conclusions.First of all,in terms of context function,Chinese textbooks attach great importance to the realization of students’ core quality of chemistry subject through context;In the way of presenting the situation,we attach importance to the creation of a real situation containing chemical knowledge,and connect chemical knowledge with technology,society and environment.Secondly,in terms of situational function,American textbooks attach great importance to the realization of students’ core chemistry literacy through textbooks.In terms of the presentation of the situation,the American version of the textbook attaches importance to the creation of real,specific problems,including chemical knowledge,reflecting 3D learning.Finally,through comparative study,it is found that the number of American textbook situations is much more than that of Chinese textbook situations.In terms of the function of context,both Chinese and American textbooks attach great importance to the realization of students’ chemistry core accomplishment through context.In the way of presenting the situation,the general trend of the situation in Chinese and American chemistry textbooks is the same.However,there are obvious differences in some secondary dimensions.China pays more attention to the context of chemical history,and the teaching materials are more prominent in the interdisciplinary,3D learning and experimental context.