A Study On Global Literacy In My Country's Primary School Science Textbook

From the perspective of worldwide educational reform,global competency is the key to cultivating talents in the 21st century,and it is also an important component dimension of the core competence or key capabilities of countries.The cultivation of global competency is inseparable from the support of various disciplines,especially in scientific disciplines,whose unique disciplinary characteristics and educational value play an important role in the cultivation of global competency.Judging from the current curriculum system,science textbooks for primary schools are the best carrier for implementing global competence education in primary schools,which embodies the will of the country and the value orientation of today’s society.Therefore,clarifying the global competency content contained in primary school science textbooks can fully exert the unique educational function of science disciplines.This paper mainly explores the overall presentation of the content of global competency in textbooks,how it is presented in terms of age and internal representation,what trends there are,what are the similarities and differences between the two editions of textbooks,and what is the innovation of this study compared with the previous research on global literacy.This study mainly adopts historical research method,comparative research method,text analysis method and quantitative analysis method.Sorting out the dimensions of global competency divided by relevant international organizations,groups and scholars,and combining the evaluation framework of the 2018 Program for International Student Assessment(PISA)released by the Organization for Economic Cooperation and Development(OECD),the global competency in the two editions of primary school science textbooks is analyzed from four dimensions: knowledge understanding,cognitive process,social skills and attitudes,values.By exploring the presentation of global competency in grades and internal dimensions in primary school science textbooks,we can find out its advantages and weaknesses,so as to provide some reference for the compilation of primary school science textbooks.The study shows that the similarities between the two editions of textbooks are as follows: the content of global competency presents a positive correlation change in the content level dimension;the frequency of vertical dimensions of global competency is different;the representation and presentation position are generally unbalanced.The main differences between the two editions of textbooks are as follows: the overall content level of the EEC textbook is significantly higher than that of the textbook for PEP textbooks,especially in the two dimensions of cognitive process and social skills and attitudes;In the EEC textbook,the content level of the fifth and sixth grades is obviously higher than that of the third and fourth grades;The representation of EEC textbooks is more diverse than that of PEP textbooks,but there is a problem that PEP textbooks’ representation is inconsistent with their age characteristics.Based on the research results,this paper puts forward innovations from four aspects: content presentation,analysis framework,focus and regional distribution.Finally,this study puts forward some suggestions on the implementation of global competency in primary school science textbooks: comprehensive content and reasonable distribution;The content is arranged and presented in various ways;Strengthen the connection of learning segments and pay attention to the coherence of learning segments.However,this study also has some limitations.First of all,selecting only two versions of primary school science textbooks can not fully show the whole picture of China’s science textbooks.Secondly,global competency may promote students’ scientific learning,but there is no guarantee that they will be taught or learn as planned.Therefore,there is a possibility of knowledge and practice disconnection.