A Study On The Comparison And Analysis For Two Kinds Of KeYue Chemistry Textbooks Of Junior High School

Since the launch of a new round of basic education curriculum reform, the chemistry teaching reform is in full swing. Chemistry textbook as an important part of chemistry curriculum reform and has entered in a diversified and comprehensive development. With the new curriculum standard(2011 edition of standard) formally issued, chemistry textbook for junior high school have also made adjustments to adapt to development of curriculum reform, including Guangdong Education Press and Science Press(hereinafter referred to as the Department of Guangdong Edition) grade nine chemistry textbooks.This paper selects the Keyue version published in 2008, “compulsory education course standard experiment textbook-Chemistry(grade nine the first and second volume)”(2008 Edition) published in 2012 and a Keyue version of the “compulsory education textbooks of Chemistry(grade nine the first and second volume) ”(hereinafter referred to as the 2012 edition textbook) two sets of textbooks the object of study, mainly carries on the comparative analysis from the textbook chapter arrangement and the content of the textbook about two aspects.The first is the comparative analysis for the “Compulsory Education Chemistry Curriculum Standard(experiment draft)” and the “Compulsory Education Chemistry Curriculum Standard(2011 Edition)”, the basic concept including: comparative analysis of curriculum goals, course content analysis, comparative analysis and the implementation of the recommendations in the textbook that comparative analysis. Secondly, a comparative study of the 2012 edition and 2008 edition textbook chapter arrangement and content. Comparative analysis includes course content: illustration design analysis and experimental study of comparative analysis. Overall, the 2012 edition of the textbook revision and improvement of the 2008 edition of the textbook based on the 2012 edition textbook chapter arrangement and content of the adjustments are better than the 2008 version of the textbook, more conducive to the students of chemistry subject knowledge and understanding; In accordance with the logic of knowledge development, comply with the order of presentation logic and knowledge learning of students in practical teaching.The concrete comparison showed: first, conducted arrangement to the basic framework of the 2008 edition of the textbook 2012 edition, by the “adjustment” of textbook chapters in order, make the textbook knowledge presentation order more in line with the master ordered logic of knowledge and students’ development of knowledge; the content is too much, “split” too miscellaneous chapters, disperse the difficulties not only guarantee the independence knowledge points of each chapter, and highlights the integrity of the core knowledge; Through the “delete” of the relevant Non-core knowledge content, reduce the students’ study burden; through the“ new” and “students’ experimental activities” section, highlight the importance of experimental teaching. Second, in the content of the textbook, the overall content of the 2012 edition of the textbook follows the 2008 edition textbook form improving the illustration design and experimental research. In the illustration: graphic design more close to our life, to replace or add a lot of real photos, pictures, more professional and clear, the color is more beautiful, to attract the eye; the choice of images considered more practicability, pay more attention to the needs of society and students. In the experimental study: 8 new experimental activities, students must complete, to strengthen basic skills training; experimental inquiry activities appropriate to reduce the difficulty and ensuring that most students can finish the experiment task; try into the microscale laboratory and attempt to cultivate students’ concept of green chemistry and environmental protection.