A Comparative Study Of Chinese And American High School Chemistry Textbooks Based On HPS Education Concept ——Take The Theoretical Knowledge Of Compulsory Volume 1 Of PEP As Example

Theoretical knowledge,as the main part of high school chemistry knowledge,plays an important role and significance in the development of students' disciplinary literacy.However,influenced by selective examination evaluation,the teaching of theoretical knowledge in chemistry has the problem of lacking humanistic spirit.Therefore,how to give full play to the teaching function of theoretical knowledge is worth further study.HPS education is guided by the theory of constructivism.By integrating the history of science,philosophy of science and sociology of science into science education,the humanistic nature of science education is enhanced.Integrating HPS content into the teaching of chemical theoretical knowledge can solve the problem of lack of classroom humanities to a certain extent and promote the all-round development of students.Based on the above background,the research topic was selected,and the HPS analysis scale was preliminarily formed and the analysis indicators were established by combing HPS education related literature.Theoretical knowledge modules with the same contents in Chinese and American textbooks are selected: oxidation-reduction reaction,amount of substance,and periodic law of elements are used to conduct coding statistics of HPS content in textbooks according to the scale,and analyze the distribution of knowledge content,distribution of VARIOUS categories of HPS,presentation of HPS content and consistency of curriculum standards,so as to discuss the characteristics and differences of HPS content in theoretical knowledge in Chinese and American textbooks.This will provide reference for chemistry teaching and textbook compilation in China.A questionnaire was used to investigate the HPS cognition status of senior one students in a high school in Hubei province to understand their cognition level and learning needs of HPS content in textbooks.Through the study found that:(1)There are differences in the number and dimension of HPS content presentation between Chinese and American textbooks.The Chinese textbook mainly reflects "The nature of scientific knowledge" and "The nature of scientific inquiry",while the American textbook focuses on "The nature of scientific knowledge" and "The impact of science and technology on society",but lacks the presentation of "The nature of scientific knowledge".However,both textbooks pay more attention to the embodiment of "Chemical history",and lack of the embodiment of "Social impact on science and technology" and the spirit of inquiry.(2)HPS content is presented in different ways.The Chinese textbook is mainly presented in text and columns,with simple narration and short length,and more content about HPS in exercises;American textbooks are mostly presented in the form of combination of pictures and texts and columns,which are detailed,illustrated and rich in column types.However,HPS content is less reflected in exercises.(3)From the perspective of the consistency of the curriculum standard,the HPS content presentation of Chinese textbooks is highly consistent with the requirements of the new curriculum standard,but it lacks in the "empirical" subcategory of the requirements of the new curriculum standard.In addition,according to the survey,students have a strong willingness to learn HPS content and have a certain understanding of HPS content,but lack of understanding of some categories.Based on the comparative results of teaching materials and the current situation of students,the author puts forward some suggestions on the compilation of theoretical knowledge HPS content of teaching materials.Due to the limitation of research time and ability,there may be some subjective bias in the coding of HPS content,and the selection of content is limited,which needs to be further improved in subsequent research.