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New curriculum reform of basic education students promote such a concept, that is "independent, cooperation, and explore. " In fact, the concept of the new curriculum, not only requires students to actively participate in co-operation, exploration, professional development of teachers in the process should also be cooperation, communication, exploration, so as to enhance their overall quality. "heterogeneous class with the title" is the ability to make good communication between teachers, to discuss, learn from each other between different teachers through reflective instructional design, classroom teaching practice, teaching and other aspects of resource use, and then learn from each other to improve Teaching ability of teachers rather effective way.Chinese and foreign teachers "with the title of heterogeneous classes, "the teaching and research in the form, not only enables teachers to get the several aspects of the exercise, to promote teacher self-growth, but also to some extent through the instructional design, teaching practice, teaching and other aspects of resource use mapping The two countries, different educational philosophy and culture, is a higher realm of teaching exchange. This article is to both China and the United States with the title of heterogeneous chemistry teachers lesson - "Modern batteries " for the material, the comparative study of different dimensions.Paper is divided into four parts. The first part of the Introduction, briefly describes the background of this study analyzes the significance of this study. The second part of the theory and methods are introduced with the question of heterogeneous classes, classroom observation, fuzzy mathematics and teaching theory plate theory, methods and related Research. The third part of the core study to the two countries in the Classroom Record two teachers, based on the comparative analysis of three aspects, namely, teaching content, teaching behavior and teaching resource utilization. Combination of teaching content in the Sino-US Chemistry (Science) Course and two teachers were on the design and use of plate theory classroom teachers both content selection and arrangements were compared. In teaching behavior, from the perspective of classroom behavior of the three were compared, respectively, using Flanders Interaction Analysis System for classroom teaching behavior of the whole class were compared using qualitative and quantitative classroom observation scale for teachers behavior, learning behavior and teaching resources also made use of comparative analysis. The fourth part is conclusion and reflection, the two countries by two classroom teachers in all aspects of the comparison, with China and the U.S. chemical (science) curriculum standards and two teachers, educational background, teaching experience, analysis of the two similarities and differences of class and two classes of the penetration of education, as the basis for the direct perpetrators of the teacher education curriculum gives some teaching suggestions.
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