The Comparison And Optimization Research Of The Structure Of Chemistry Teaching Materials In Senior Middle School

The reform in teaching materials is the key question of the reform in education. And the structure of teaching materials is the "skeleton", and the base on which teaching materials exist. The structure of teaching materials determines quality of the teaching materials, and even the success or failure in education. For a long time, under the influence of the subject-centered curriculum theory, the chemistry teaching materials in senior middle school always adopt chemistry-centered model in our country, the compilers have stressed on the logicality and integrity of chemistry knowledge, which made the teaching materials to be the reduced books of chemistry knowledge. Such kind of chemistry teaching materials is easy to "teach" but difficult to "learn". However, it is inspired that the new chemistry teaching materials in high middle school (published by the People's Educational Publishing House in 2000) reform the traditional teaching materials. They display the obvious superiorities and characteristics after being tested in three provinces and one city for three years. This thesis will compare the new chemistry teaching material with the old ones(published by the People's Educational Publishing House in 1990)and than discuss the optimization of its structure in theory.The structure of chemistry teaching materials in senior middle school is the logical organization among elements and components inner the teaching materials, those elements include knowledge element (e.g. chemical knowledge and chemical skills), capability element and thought element (e.g. idea education, aesthetic judgment and psychological element etc.); those components include the educational target, teaching contentsand concrete teaching models. It can be classified in two respects: form structure and content structure. The former is the exterior format of teaching materials; the latter is the "spirit" of it, which determines its educational value. The structure of chemistry teaching materials in senior middle school has the following features: the dialectic unification of integrity and unrestricting, stability and dynamic and the complementarities between the teaching materials and the environments.From the perspectives of both form and content structures, this thesis makes a comparison between the new teaching materials and the old ones. The comparison of form structure can be analyzed from macro and micro aspect. In macrostructure, the new teaching do better in the relationship between compulsory and selective contents than the old ones, enhancing the flexibility; hi microstructure, the new ones increase some columns (e.g. reading, discussion, home-experiments etc.) and the amount of charts, and change the space of a whole page and format. All of these make the new teaching materials more agile and practicable. In content structure, above all, the two series of teaching materials are consistent with each other in knowledge structure, while the new ones increase and delete some knowledge points, which make the backbone stand out and the arrangement evident; the structure of the new materials run reasonably through adjusting the sequence of certain paragraphs; secondly, in capability structure, compared with the old ones, the new teaching material enhance the ability -trained degree, which acclimate the demand of EQO education; thirdly, in deal-educated structure, the new teaching materials enlarge the connotation of idea quality training, instruct students in various ways, enhance the teaching materials educational value. In a word, the new teaching materials make a great progress in structure than the old ones. However, things always tend to have a progress to become mature and perfect, the new teaching materials are based on the traditional teaching materials'experience, it certainly can not break away from the influence of the subject-centered curriculum theory, in addition, it also has some shortcomings, as the overemphasizing the integrity of the chemistry knowledge while neglecting the synchronic relations to other subje...