A Comparison Of Teaching Attributes Of Three Sets Of Senior Middle-school New-course Chemistry Experimental Textbooks (Comopulsory)

With the relation between the science and human life is more and more close, the level of public scientific literacy influences the economic development and the comprehensive national strength improving. In recent years, cultivating national scientific literacy education reform as many countries the ultimate aim of science.June of 2001, the ministry of education has formulated the basic education curriculum reform (try out). The courses of the foundation education reform began. The new-course reform of senior middle-school of our country has started since 2004. In 2010 almost all the cities in China have join in the reform.One emphasis of this reform is the reform of teaching. The senior secondary education standards have designated that content of the textbooks should reflect the relationship between science and technology, and be helpful for the students of science inquiry activity. Teaching material, as the indispensable media between teaching and learning, functions as the dominant vehicles and significant tools for students to learn chemical knowledge and skills, undergo processes and methods, experience emotional attitudes and ideas on values, moreover, it provides the basis for teachers to arrange the teaching activities. The now existing and using high-school chemistry textbooks in China are three sets, respectively published by People's Education Press, Jiangsu Education Press and Shandong Science and Technology Press. Governments, researchers and front-line educators are now concerning whether the three sets of textbooks can improve present teaching status, how the three are being used and the effects of using them. There are significant meanings and values to research on the teaching upon teaching attributes of textbooks.This dissertation applies literature review, content analysis and comparison as methodologies, and consists of following four chapters.Chapter one is the introduction, which introduces the study background, reviews on relative aspects at home and abroad involving teaching material assessments and teaching attributes of teaching material, research purposes and significance, research contents and methodology.Chapter two is the literature review, which initially defines the main concepts, teaching material, teaching process, textbook attribute and textbook teaching attribute.Chapter three is a comparison of three sets of chemistry teaching material (compulsory). First of all, the model of comparison of teaching attributes is built, including target triggering system, motive stimulating system, problem-solving system, testing-feedback system and learning-aiding system. Then, a comparison is conducted under this model.Chapter four is the suggestion for future studies and self-examination. Upon a summary of information above, a list of suggestions is proposed for teaching material editors, teachers and students.