The Creation Of The Situation In The U.s. High School Chemistry Textbook "concepts And Applications"

The new curriculum perspective on curriculum and teaching consider that the traditional teaching methods could obtain knowledge, but it is difficult to obtain skills, methods, attitudes and values by simple word of mouth, but by the way of continuous experiencing, internalization and transporting information in an effective, specific and vivid teaching context. According to the cognitive perspective, students should study basing on familiar knowledge context. In context teaching, strengthening the ties between students' life and chemistry knowledge and creating the teaching context which is fit to students' cognitive structure are two effective teaching strategies of achieving chemistry curriculum and the teaching reforms. The creation of Teaching context and the collection of context material are inseparable, which requires chemistry teachers to attach great importance to the status and role of context. But now, context materials are few, as well as the heavy task of teaching, there is no more time to collect material and create situations, if things continue in this way, the goals of teaching under the new curriculum will be the affected.In this study, we analyze the U.S. high school chemistry textbook' Concepts and Applications' by the constructivism theory, situated cognition and learning theory and transport theory, The aim is to provide practical and meaningful context material resources for chemistry teachers, as well as help teachers to bring ideas when creating context teaching.The main conclusions:(1) The chemistry teaching situations in senior middle school are classified life situation, experimental situation, simulated situation, scenario story situation and problem situation according to the categories of knowledge carrier. Chemistry basic theory in senior middle school uses life situation and simulated situation. Constructing knowledge in the situation acquainted with students' life can overcome chemistry basic theory' characteristics of abstract and hard to understand, so to decrease cognitive difficulty of knowledge. The structural chemistry uses simulated situation and reveal microscopic world and complex spatial structure intuitively, so as to deepen students' comprehension and image memory, which help students overcome the difficulty of spatial imagination. Material chemical uses life situation and experimental situation. Life situation connects the material chemical properties and students' commonsense. Experimental situation such as family experiments and mini experiments have students learn chemistry by doing chemistry in life to stimulate their interest of learning chemistry. (2) Chemistry situations can be designed with such columns as chemistry and life, chemistry and society, chemistry workers, history links, art links and so on. The relationship between chemistry and society was explicit. That is to stimulate students' interest of learning chemistry, to guide students to solve problems independently and to cultivate students how to migrate. (3) The creation of chemical situations should be truthful and systematic. The real situational materials allow students to perceive the objectivity of chemical knowledge directly, while the diversification of the real situation is beneficial to students to migrate and construct their knowledge.The innovation of the paper is as following:Firstly, the chemical situation of "Concepts and Applications" was studied at home firstly, which is from U.S.A Chemistry Textbook. Secondly, it provided the guidance for chemistry teachers in senior high school to use and create chemical situation.