Comparative On The "Chemical Reactions And Energy" In Three Sets Of Chemistry Textbooks In The High School

Curriculum standard only puts forward corresponding content standard, which is sketchy. Thus different editors have different understanding of it so that textbooks have various styles and content. So it is significant for high school teaching to interpret different versions of textbooks.The author made a comparison and study of ways of stating and arranging of three versions of textbooks’content, which is good for teachers to choose teaching content and breakthrough teaching difficulties reasonably and effectively. At the same time, the author hopes research results of the paper can be helpful for teachers on the front to carry out teaching activities of "chemical reactions and energy". In addition, through comparing and analyzing of content selection, content arrangement, concepts, experiments and exercises, the paper summarized advantages and disadvantages of three versions of textbooks to offer some enlightenment to editing and improving of textbooks, which is valuable to improving quality of textbooks.Based on consulting a large amount of literature, the paper used methods of literature analysis、content analysis and comparison analysis to analyze and compare content of "chemical reactions and energy" in three sets of chemistry textbooks in the high school. Conclusions:For arrangement system of concepts, People Education version textbooks emphasis system and internal logic of knowledge more; Jiangsu Education version textbooks first give a whole introduction to concepts, then scatter them over different modules. For presentation ways of content, three versions of textbooks set columns of different functions and more pictures and relationship between society production and life are added. For presentation ways of experiments content, three versions of textbooks set a large number of experimental phenomena, instruments, set-up diagram which enforced readability of textbooks. The number and functions of experiment forms in three versions of textbooks are different. It is beneficial for comparison of experimental phenomena to set forms reasonable. For types of exercises, except for choice questions, fill-in-the-blank questions, short-answer questions, three versions of textbooks also set some practical questions. For characteristics of exercises, the proportions of objective questions in three versions of textbooks are all very large, besides exercises in three versions of textbooks embody inquiry, gradient of setting and similarity of arrangement types.