Abstract Based on the textbook difficulty model-two dimensions and four parameters established by YAN Chun-Geng, this paper mainly focused on evaluation of integrated breadth and characterized depth in the content of hydrocarbon compounds in high school organic chemistry. The countries referred were China, the United States, Singapore, Australia, Japan and the United Kingdom. It was clearly found that the integrated breadth of the content in six countries' high school chemistry textbooks had no big difference, but the depth of its representation was quite different. American textbook focused on students' ideas and methods for understanding materials. Japanese textbook focused on basic knowledge and skills. Chinese textbook combined conceptual interpretation with sample analysis. British, Singaporean and American textbooks valued highly on situational reasoning or comparison, which were more instructive for learners.
FENG Xiao-Xiao, YAN Chun-Geng, QIAO Dan, ZHOU Li, ZHOU Qing. International Comparison on Hydrocarbon Compounds in High School Organic Chemistry Textbooks from Six Countries[J]. Chinese Journal of Chemical Education, 2019, 40(7): 4-8.
