Comparison of Portrayal of Scientists in Senior High School Chemistry Textbooks Between China and the United States
LIU Yu-Rong1**, LI Jin-Nan2, ZHANG Bing1, CHEN Xin-Xin1
1. College of Chemistry and Chemical Engineering, Henan Normal University, Xinxiang 453007, China; 2. Zhengzhou Foreign Language XinFengYang School, Zhengzhou 450001, China
Abstract Through the comparative analysis of the four dimensions of personal characteristics, external influences, academic research, and textbook presentation of the “scientist image” portrayed in Chinese and American high school chemistry textbooks, it is found that the Chinese version of the textbook highlights the advantages of local scientists, attaches importance to the cultivation of scientific methods, and presents most of them with pictures and texts, but the personality of scientists is not three-dimensional, the life image is slightly lacking, and the background characteristics are relatively weak. The American version of the textbook depicts the appearance of scientists vividly, the academic attitude is profound, and the research scene is described, but the team scientists have few materials and the research value of scientists is insufficient. In view of these characteristics, this paper provides suggestions for textbook writers and front-line teachers to better integrate the spirit of scientists into chemistry teaching.
LIU Yu-Rong, LI Jin-Nan, ZHANG Bing, CHEN Xin-Xin. Comparison of Portrayal of Scientists in Senior High School Chemistry Textbooks Between China and the United States[J]. Chinese Journal of Chemical Education, 2025, 46(13): 9-14.
