The Comparative Study Of Textbooks Of The Principle Of Chemical Reaction

The contents of the principle of chemical reaction hold a place of great marks in the high school instruction, which is an important part of chemical basic theory and have been paying great attention since last century. In all previous chemical curriculum reforms both at home and abroad, it has always been the key point of reform. To get a better understanding about the instruction contents of the modular of the Principle of Chemical Reaction, with the ideal of 'be student progressive-based ', in this study, according to the knowledge features of the contents of chemical reaction principle in high school, I will compare Chinese textbooks with American, Canadian and Australian textbooks to show their differences on how to select ,organize and present the contents of chemical reaction principle. At the same time I will draw a comparison on the theoretical chemical structure principle of chemical reaction, and analyze its important and actual significance on stressing structure of discipline, so that I can do theoretical and practical exploration about the ways of editing high school new curriculum textbooks of the elective modular of the Principle of Chemical Reaction, and make contribution on editing textbooks with the characteristics of practice and times.It is meaningful to make a contrast study on Chinese, American, Canadian and Australian textbooks of chemistry about the principle of chemical reaction. The enlightenments are as follows:(1) In the selection of contents, the textbook of chemistry should, in a synthetic way, reflect the need of social development, the characteristics and need of the subject and student's development need on high school textbook of chemistry, in this way the textbook can be fundamental, contemporary and selective.(2) In the organization of contents, the textbook of chemistry should be based on structure, well reflect the basic structure of the subject, cover the important scientific researchachievements and stay in line with the cognitive law of students.(3.) In the exhibiting ways of contents, the textbook of chemistry should be provided with diversified and powerful system of columns in the textbook, advocate positive, active and diversified teaching methods and foster students' abilities of scientific exploring creativity and practice, to give prominence to its structure, construction and arrangement.(4) In the evaluation of students' emulation, scientific study achievement evaluation plays a critical role in promoting (not forcing) students to learn chemistry in a meaningful way. The textbook can be provided with various forms of exercises, however, whatever forms of exercises are designed, they should meet the demands of curriculum criterion, consolidate important points and difficult points within the confines of text knowledge to embody textbook's directing and instrumental characteristics.(5) In the chemistry learning strategy, as the most fundamental basis of students' learning, textbook should present not only knowledge, scientific process and approaches of chemistry science, but also learning methods and learning strategies, and help students form good learning habits and ways of thinking so that they can master the ways of learning. Therefore, textbook should be scientific, thoughtful, instructional as well as demonstrative.