Analysis Of New And Old Chemistry Textbooks Of Senior Middle School Based On Constructivism

With the further development of comprehensively deepening reforms of education and the vigorous new curriculum reform, the reform of textbooks, being the priority of the curriculum reform, is the focus of most attention. As an important tool of chemical teaching and learning, chemistry textbook is a carrier that bears the responsibility of reflecting modern chemistry educational thoughts and achieving education goals for the chemistry curriculum. Thus, the in-depth research of chemical textbook is of important theoretical value and practical significance.The study takes two versions of high school chemistry new textbook published by People’s Education Press as the research object(one is the newer textbook and the other is the older version). By using the documentary method, the content-analysis method as well as the comparative method, this paper compares the content, structure and presentation method of the two textbooks. The paper also analyzes the advantages and shortcomings of the two textbooks by using the constructivism theory. In addition, the paper makes a holistic analysis of the latest textbook from teachers’ perspective in the aim to discuss ways of improving students’ efficiency with diversified learning methods by using the textbook and ways to enhance the guidance of teachers’ teaching activities by taking the textbook as the foundation and the scaffolding theory as the guidance as well as to construct teachers’ own PCK to guide teaching.The study includes mainly the following five parts:The first part is introduction. It is about the raising and current situation of the issue and illustrates briefly the object, content, objective, meaning, method of the study.The second part defines the central concepts and states the theoretical basis of the study.The third part is mainly about the comparison and analysis from three aspects of new and old versions of high school chemistry textbooks and elaborate specifically how to use the new textbook better.The fourth part analyzes the two textbooks from the constructivisms’ perspective, and builds a logical knowledge system figure by specifying basic concepts, basic principles, the basic knowledge and basic skills involved in the new textbook, then combines the scaffolding teaching theory to guide the class teaching design.The fifth part summarizes and forecasts the study, rethinking the shortcomings of the study and questions that needs to research and discuss further, and offers some suggestions.