Study On "Students' Involvements" In Chinese High School Chemistry Textbooks

The compilation and evaluation of learner-centered textbooks have become a hot topic and trend in the current domestic and foreign textbook research.Students' chemistry learning generally consists of motivation stimulation,concept construction,inquiry practices,and discipline communication.As an important resource and auxiliary tool for students' learning,chemistry textbooks should provide comprehensive and sufficient support for learners' independent learning in these aspects.How about the performance and use level of Chinese chemistry textbooks in supporting students' independent learning? Based on the theory of "student involvement" and related theories in the field of textbook learning research,this study takes "students' involvements" as the research theme.Text analysis,questionnaire survey,structured interview,quasi-experimental research and other research methods were used comprehensively in this study.This paper mainly studies and discusses the problems about the structure,performance,use and implementation of "learning support" elements in Chinese high school chemistry textbooks.This study is expected to provide empirical evidence and reference for the revision and compilation of Chinese chemistry textbooks from the perspectives of "students' standpoint" and "learners' use" in future.The thesis mainly consists of three research parts.First,textual analysis of "students' involvements" elements in chemistry textbooks.Taking learners' subjectivity in chemistry textbooks as the starting point,and using the ABCS analysis framework of "students' involvements",this paper systematically analyzes and compares the elements of "students' involvements" in the text contents of the typical editions of chemistry textbooks published by People's Education Press since the reform and opening up in China.This study reflects the overall level,specific performance and changing trend of these chemistry textbooks in supporting and promoting students' independent "involvements" in textbook learning from both quantitative and qualitative perspectives.It is found that the development of "PEP" chemistry textbooks in different periods has experienced three stages,namely "knowledge center","ability center" and " competency center".It is found that the scope and level of the elements of "students' involvements" contained in these textbooks are constantly improving both in scope and level.It shows that textbooks are more and more conducive to learners' independent learning and have more and more features related to learners' subjectivity.Among the five editions textbooks,the2019 edition of chemistry textbooks is the most comprehensive and balanced.However,the study also found that the 2019 edition contained a lower overall percentage of high levels of "positive involvement" elements(such as personal development,real-world research,concepts map,reflective criticism,group collaboration,and commitment to chemistry).This is a problem that needs to be deeply thought and studied in the revision and compilation of chemistry textbooks in future.Second,investigation on students' use of the elements of "students' involvements" in chemistry textbooks.The text research shows that the elements of "students' involvements" designed by People's Education Press in 2019 edition of high school chemistry textbooks have a comprehensive and balanced distribution in all dimensions.Theoretically speaking,the 2019 edition of chemistry textbooks is more conducive to supporting and promoting learners' independent participation in the study of chemistry textbooks.In order to compare and analyze the matching between the "static" text analysis results and the "dynamic" teaching usage,this study uses "questionnaire survey" and "structured interview" as research methods to further explore students' use of "students' involvements" elements in chemistry textbooks during the curriculum implementation,as well as the influencing factors of their use of "students' involvements" elements.The study found that students generally have a high overall recognition of the "positive involvement" elements in the 2019 edition of chemistry textbooks.However,learners' use of "students' involvements" elements designed and arranged in chemistry textbooks is relatively low in the process of learning,especially the use of high level "students' involvements" elements is even lower.What needs to be pointed out in particular is that learners have worse performance and lower level in "social involvements" with "group/external" characteristics,which more needs to be strengthened and developed by subsequent relevant studies.It is also found that the factors influencing the use of "students' involvements" in chemistry textbooks are mainly divided into two categories:objective conditions and subjective characteristics.The objective conditions mainly include: the content of the textbook is not interesting enough,the textbooks focus on knowledge,the class hours are insufficient,the experimental conditions are insufficient,the cooperative learning atmosphere is not strong;The subjective characteristics include: exam-taking tendency,subject selection intention,low learning interest,low participation motivation,weak learning participation ability and so on.Third,Teaching intervention research aimed at improving students' ability to use the elements of "students' involvements" in chemistry textbooks.In order to solve the problem of "high level of consciousness,but low level of use" when students use the elements of "students' involvements" in chemistry textbooks,the aim of this study is to improve students' ability to use the elements of "students' involvements" in chemistry textbooks by adopting a "quasi-experimental" approach.In order to construct the relevant teaching framework or put forward the relevant teaching suggestions,this research will intervene and influence the students' textbook use and learning process.On the basis of following the main steps of learners using the elements of "students' involvements" in the textbook,and gradually provide students with opportunities to use elements of "students' involvements" at different levels,they can effectively use the relevant elements in the textbook to stimulate and support their own chemistry learning.In the process of teaching intervention,the teaching framework of "Identify/ Experience/Apply,IEA" for improving students' ability to use the elements of "students' involvements" in chemistry textbooks can significantly improve learners' ability to use the "explicit" elements of "students' involvements"(e.g.,behavioral involvement and social involvement),while it has only a moderate effect on the use of the "implicit" elements of "students' involvements"(e.g.,affective involvement and cognitive involvement).How to help learners make better use of the "implicit" elements of "students' involvements" in chemistry textbooks is a topic that needs to be focused and strengthened in future studies.All in all,the studies on "students' involvements" in chemistry textbooks are not only related to learners' personal learning behaviors,but also closely related to chemistry teachers' curriculum concepts,teaching methods,experimental conditions,learning time arrangement,learning atmosphere,and educational evaluation methods.Therefore,in order to give full play to the element of "students' involvements" in chemistry textbooks to promote students' independent development,the related research should take account into the school,class,teacher,evaluation and other factors comprehensively,and make a systematic analysis and research from the perspective of curriculum implementation.