Analysis Of The Characteristics Of The Arrangement Of The Anglo-american High School Chemistry Textbook, Based On The Learning Theory Of Ausubel

As the materializing products of the course, curriculum reform firstly Shown in the reform of teaching materials. With the development of education and reform, the development of teaching materials are changing from the "teaching materials" to the "learning materials", learning theory, especially Ausubel's cognitive learning theory, which provides a solid theoretical basis for the change. Based on Ausubel's learning theory on the overall U.S. high school chemistry textbook knowledge of structural design features and some characteristics of knowledge points, I intend to get some enlightenmentin about chemical materials and teaching content design thinking, and for the preparation of studies to China at the present stage. This paper consists of five chapters.The first chapter shows clearly the purpose and significance of selecting this topic based on the domestic and foreign literature of the chemical materials and teaching about Ausubel's cognitive learning theory. The rapid development of education required profound changes of Corresponding teaching materials. The learning theory provides a solid theoretical basis for the change of the "teaching materials" to the "learning materials", especially Ausubel's cognitive learning theory. Textbooks of the United States has taken the forefront in the world, studying the content characteristics of foreign excellent teaching materials is very benefit to our teaching material building.The second Chapter described the main content of Ausubel's learning theory, that is consist of meaningful learning and advance organizers.The third Chapter shows that application in the teaching materials should be followed by some basic principles.The fourth Chapter analyzed the overall and part knowledge structure of the materials of the United States and its characteristics presented on the show based on Ausubel's learning theory.The fifth Chapter analyzed the overall and part knowledge structure of the materials of England and its characteristics presented on the show based on Ausubel's learning theory.At last according to the arrangement of Overall structure and Part content of the two chemistry textbooks based on Ausubel's learning theory, and put forward some suggestions for our teaching materials building and teaching design as following:1. Teaching materials should first demonstrate the basic structure of subjects. England and U.S. high school chemistry textbook embodies the principles of this discipline in the basic structure of the framework presented, the organic content of the relevant knowledge of the STS mosaic which, more than "flesh and blood", not an empty theory and knowledge of display. 2. Presentation and writing of Chemical teaching materials should reflect the thinking of chemistry subject. As a study of chemical composition, structure, nature and the variation of a discipline, chemistry has its own unique subject characteristics, the most typical feature of the subject matter is reflected in the triple characterization:the characterization of macro and micro-characterization and symbolic representation. England and U.S. high school chemistry textbook knowledge, show not only in the overall presentation and a micro-Symbols-Significance of macro-triple representation learning, also use lots of pictures-a valid "advance organizers" to help students understand the course materials.3. Strengthen the teaching of the concept of material microstructure. The concept of micro-structure of various materials is the foundation of the basic concepts of chemistry, and can explain physical manifestations of the many changes in the macro and the micro structure of both the nature of concepts and theories. Therefore the significance of the concept of material microstructure can help students learn the knowledge of chemical theory understanding and learning, but also help students to consolidate and transfer new knowledge. U.S. high school chemistry textbook chapters with a total of 7 (a total of 25 book chapters) Introduction of the material micro-structure of the concept, reflects the basic concept of micro-structure and status.4. To provide effective learning strategies and methods of scientific study. As the textbooks changing form "teaching materials" to "learning material", textbook not only rendered in the order according to certain logical subject knowledge, but also the student's cognitive development law to provide effective learning strategies and scientific learning.5. To help students construct the meaning of abstract concepts and principles by using the intuitive visualization of the image, Compared with our chemistry textbook, the United States use a lot of material not only vivid picture, but also more types of images. The use of these intuitive visualization pictures can not only stimulate students curiosity and thirst for knowledge but also help students to understand abstract concepts and microstructure of materials on chemical principles, especially the picture data and curves, not only convincing, but embodies the scientific knowledge and scientific thinking ability of students.6. Chemical knowledge of high school chemistry textbook content arrangement of should be considered the interface with the University. England and U.S. high school chemistry book include all high school chemistry knowledge. The material presented is not only a comprehensive knowledge of chemistry, but also a certain depth, the American textbook content arrangement of chemical knowledge laid a solid foundation for the further study for entering the university.The innovative words in this paper include: 1. Based on Ausubel's learning theory from a textbook knowledge of the structure of the overall arrangement of the materials characteristics.2. The paper analyzed in detail the application of Ausubel's learning theory for example of specific knowledge points.The main study methods of the paper:literature, case and comparative and so on.