Scientific Element Content In High School Chemistr Textbook Construction Of Evaluation Index System And Application

With the advancement of new curriculum reform, textbook research has gradually become the hotspot of education research. At the same time, comprehensive training and improve the students’ scientific literacy as the main goal of science education in our country, is also one of the most concerned research topic of current science education researchers.Of this study is to chemical based on the analysis of the connotation of scientific literacy and dimension, formulate a set of norms, operable evaluation index system of scientific literacy in high school chemistry textbook content, to enrich and perfect the evaluation theory system, to establish a reliable evaluation system. To accurately and objectively evaluate the scientific literacy of high school chemistry textbook content, at the same time comparative study to provide a platform for the textbook. In this study, first of all, through consulting a large number of domestic and foreign literature study of scientific literacy content, refining and developing scientific literacy in high school chemistry textbook content evaluation index system, and using the method of mathematical statistics(support SPSS11.5) for reliability test. At the same time combined with content analysis method to develop specifications, operable evaluation tools.Research shows that: 1. The combination of content analysis method to construct evaluation index system of scientific literacy in high school chemistry textbook content with objectivity, the standardization, operability, and innovative, and many other advantages, but restricted by using the scope and content analysis method itself, but also some deficiencies, such as limitations and one-sidedness.2.To o ’clock required a teaching material of the first chapter and second chapter content as the research object, research results show that the knowledge and skills about 60.71% of the overall, science process and method of accounting for 20.37% of the total, and the scientific thinking in the process and method accounts for only 8.16% of them. It textbooks are reflected on the content of scientific literacy is still mainly knowledge skill level; In emotional attitude values, and the relationship between the level of science and technology society embodies the ink used relatively little, two level all content is less than one 5 of the total; At the same time reflect the content of the scientific thinking is a handful.3.The combination of content analysis method to construct evaluation index system of scientific literacy in high school chemistry textbook content can effectively evaluate whether high school chemistry textbook embodies the basic situation of scientific literacy, and whether a few dimension of scientific literacy to balance Can teachers teaching at the same time, the teachers in the teaching application targeted textbooks.