Comparative Research On Content Of Three Editions Of New High School Chemistry Textbooks(Compulsory Module1)

Basic education course reform programs and high school chemistry new curriculum standard are playing an important role in the progress of high school chemistry textbook writing, which is the vital resources of curriculum, the modal of teaching method, the supporter of teaching activities and the method of Constructing students’psychological structure.With the guidance of the new curriculum standard, the educator needs to focus on the textbook with which direct teaching design and the specific content of courses. Make a comparative study of the closed and relevant curriculum content of different version of textbook is of great importance. The most effective teaching method is based on the teaching design of the different-version-textbook comparison and the practical situation of students. Combined with the Constructivism Learning Theory and Structured Directional of the Teaching Psychological Principle, this article discusses the high school chemistry teaching practice. By the studies on the relative literature, the author found the Predecessors employ method of system analysis to analysis course objectives, textbook system structure, textbook content and unique feature. Most of these literature are according to the knowledge logical or students’ cognitive order to make an introduce, little articles by the psychological development order.The author studies the differences of textbook in three editions. Microscopically speaking, making a comparison from three aspects,"Knowledge and Skills","Process and Method" and "Emotional Attitude and Value". Macroscopical, from five aspects of "integration principle", "procedural principle","optimality principle","acceptance principle" and "network principle ".This paper argues that in the process of high school chemistry textbook arrangement, it should not only pay attention to the logical sequence of knowledge, but also pay attention to the students’ cognitive order, as well as students’ psychological development order, these three aspects are the organic unity of the whole. In the teaching process, educator who plays a leading role should be subject to a combination of objective knowledge and teach subjects, to realise "teaching and learning methods are plentiful and changeful, the fitted is the best".