An Analysis Of The Contents Of Environmental Education In Senior Middle School Chemistry Textbook

With development of economy and industry, the problem of ecological environment becomes more and more deteriorated. Environmental problems have become the main issue concerned by the society. As a natural science, chemistry has a closely relationship with the environmental problems. Not only can chemistry offer effective management method to improve the environment, but also it can make environment worse. It’s necessary to permeate environmental problems in high school textbooks, and it has become the research direction for some education researchers. While do the penetration of environmental knowledge in the three main versions books widely used in China(Peoples education version, Shandong education version and Jiangsu education version) conform to the standard of the "ordinary high school curriculum standard" ? What is the symbol of environmental knowledge permeated in the three main versions books? What is the attitude of the users to the environmental knowledge permeated in the chemistry textbooks? According to the "ordinary high school curriculum standard", this study adopts the methods of literature analysis, content analysis and comparison analysis to analyze the environment education content permeated in three versions of high school chemistry required textbooks. This study carries on the analysis comparison in view of column and material, then come to the conclusion that the three versions mostly meet the requirement of "ordinary high school curriculum standard ". At the same time, they have their own development and columns in various forms on selecting material. In addition, the textbooks published by People education and Jiangsu education make full use of environment education content to create more situations about environment problems to improve the students’ interest in study. Then this study researched the present situation how the teachers use the environmental education permeated in chemistry textbooks by the way of questionnaire. Then come to the conclusion that the teachers and students are very concerned about environment issues and support the environmental education permeated in chemistry textbooks. Besides, using environmental contents permeated in the textbook still face a lot of difficulties, such as less time and heavy teaching works. What’s more, students and teachers all think that it is necessary to improve the penetration of environmental education in the practice column and experimental column. In the end,it gives the suggests that using problems-focused to write textbooks,using task driving style to improve practice column, importing environmental problems to expound the following knowledge and increasing the illustrations and tables properly to improve the presentation forms.