Comparison Study Of "Pesticide Knowledge" Contents In Different Versions Of Senior School Chemistry Textbooks

Pesticide has a great effect on the human existence and the socialsustainable development. Therefore, it is an urgent issue for the modernsociety to increase the people’s knowledge about the pesticide andremove the hazards of the pesticide. In the senior school chemistrytextbook, the contents of “the knowledge about pesticide” are distributedin “chemical and life”and “chemical and technology” two electivemodules. Although the elective parts are made up to meet the differentdemands of the students on the basis of the compulsory courses, the newcurriculum standard requires in the “teaching suggestions”: handle therelations between each modules properly, emphasize the integrity of thecontents and reinforce the associations of the chemistry with the society.So, it is very significant to help students to obtain a more systematicknowledge about pesticide with the teaching contents well organized. Forthe above reasons, this paper selects the teaching contents in the highschool chemistry textbooks of different versions (The textbook publishedby the Renjiao education Press and edited by Song Xinqi is called version1for short; the one published by the Jiangsu education Press and editedby WangZuhao, version2; the one published by the Shandong Scienceand Technology Press and edited by Wang Lei, version3) to make acomparative study on the selection and layout of the contents, the studentactivities, the ways in which the contents are presented, the exercise typesand other aspects.The study shows that the contents of “the knowledge aboutpesticide”in the textbooks of different versions have some commonpoints as follows:(1) The contents of “the knowledge about pesticide” inthe textbooks of different versions, generally consistent with the standardof the senior school chemistry courses, can represent the interactionsamong the science, technology and society, and are very contemporaryand applicable.(2)All the versions present the teaching contents by the use of the diversified columns and colorful diagrams.(3) In terms of theexercises, there are more essay.The differences:(1) The version2andversion3both have the activities for practice and for communication anddiscussion, which represents the spirit of the inquiring and cooperativelearning required in the new curriculum reform, while the version1onlyhave the activities for the communication and discussion.(2) As for thepresence of the contents, the version1has many columns for activitiesand materials, while the version2bases on the columns for activities,which will help the students learn from practice and offer opportunities toexplore, discuss and exercise; the version3makes up the columns aboutlife guide, represent the the goals of “process and method”.(3) Theamount of the picture illustrated in the version1is the most, whileversion1and the version2use typical pesticides structure type to reducethe difficulty of learning.(4) The version2focuses on the education ofthe chemical history through the exercises, while the version1and theversion3has few exercises. The version1and version3should be editedwith responding exercises so as to serve the students for solidating andapplying the knowledge learned. Through the analysis, it is suggested thatpay attention the distribution of the contents of “the knowledge aboutpesticide”, emphasize the integrity of the contents, organize the contentsin every modules properly, make good use of various columns, graphsand charts and use the targeted teaching methods, so as to optimize theteaching contents of “the knowledge about pesticide” in the senior schoolchemistry textbooks.