A Comparative Study Of The Conceptual Content Coherence Of The Theme Of "Particle Interaction" In Chinese And American High School Textbooks

At present,Chinese core competencies-based curriculum reform is in full swing.Textbooks are not only an important carrier of curriculum content,but also the main medium for teachers’ teaching and students’ learning.No matter in China or in the United States,the reforms of textbooks play an important role in curriculum reforms.Since 1998,the 2061 Program Expert Group has developed tools for evaluating textbooks to promote the development of textbooks and is widely used in the evaluation of textbooks.The coherence of the textbook conceptual content is an intrinsic logical relationship between the content of the concept and the connection between the conceptual content.The textbook with good coherence of conceptual content has far-reaching effect on textbook users.As one of the main readers of textbooks,students can learn more structured textbooks and help students build structured knowledge and develop their core competencies.Comparing Chinese textbooks with American textbooks can enrich the studies of textbooks in China,and provide teachers and researchers with a method for evaluating textbooks,also it will provide a basis for teachers to develop students’ chemistry disciplines core competencies.This study mainly uses the content analysis method and the comparative method.The Chinese people’s high school chemistry textbook and the American Science Discoverer textbook are the research objects.Comparing and analyzing of the characteristics of the conceptual content coherence of Chinese textbooks and American textbooks in two aspects that are the conceptual content accuracy and the connection between conceptual content,and provide some suggestions for the preparation of Chinese chemistry textbooks.Seven chapters are divided in this research.The first chapter is introduction,including the research background,research goals and problems,the research objects and methods,and presenting the research ideas with the diagrams.The second chapter mainly defines the concept,textbook conceptual content coherence and particle force,and summarizes the research status of textbook coherence,textbook comparison and“particle interaction”.The third chapter draws on Roseman’s method for analysing textbook coherence and domestic research on his method,constructs the conceptual content-relationship map of the topic of “interparticle force”,establishes the analysis dimension and rates scale,and explains the coherence of textbook concept content.The basic information of three scorers.The fourth chapter and the fifth chapter are the analysis of the coherence of the conceptual content in the topic of “particle interaction” in the Chinese high school chemistry textbooks and the Science Discoverer textbooks.The sixth chapter compares the results of the coherence of conceptual content in the topic of “particle interaction” between Chinese and American textbooks.It is found that the the accuracy of the conceptual content and the connections between conceptual content of Chinese textbooks is better than American textbooks.However,the presentation of the conceptual content in American textbook has its obvious characteristics.It draws lessons from a meaning for the preparation of textbooks in China.Based on this,the conclusions and recommendations of the seventh chapter are drawn,and combining with the actual situation rethink the shortage in this study.