Different Versions Of Comparative Study Of High School Chemistry Teaching Material "Amount Of Substance"

With the new reform of basic education curriculum starts off in the21st centuryChina, the format of the history text book has displayed the feature of "multi-editionwith a common aim" instead of “one series of textbooks under the same syllabus”. Asthe product of teaching curriculum reform and the content carrier of the curriculumstandards, teaching material is an important medium for teachers teaching andstudents learning, is the concrete reflection of the formal school curriculum, is animportant factor that affect the level of education and teaching. At the same time, thecontent of “amount of substance” in the teaching material runs through the wholebeginning and end of the high school chemistry student learning, which involves a lotof abstract concepts, brings us from the macro field to the microscopic world. It isinstrumental knowledge for learning other knowledge, but also a difficult problem ofstudent learning. If not handled properly, students will produce more of the“Alternative Frameworks”, which is not conducive to subsequent learning. This papercomparative analysis of the content about “amount of substance” in the three sets ofhigh school chemistry teaching material. It is better for the teachers to understand anduse the teaching material, and has the vital significance to carry out the "amount ofsubstance" teaching effectively.It is mainly to study the content of “amount of substance” in the teaching materialin this paper, teaching material is involved in the three sets of high school chemistrycompulsory (2012revision) new materials. Mainly used the literature research,comparative research and interview research method, and the teaching materialanalysis models are established. On the basis of the model from the teaching materialcontent selection, content organization, content presentation, comparative analysis ofthe content about “amount of substance” in the three sets of high school chemistry teaching material. Concrete analysis is as follows:Content selection is specific analysis of the curriculum standard requirements, thenanalysis the choice of content in the three sets of high school chemistry teachingmaterial, and makes comparison with the curriculum standard, analysis of the contentof “amount of substance” in the teaching material and the consistency of thecurriculum requirements.Content organization is to analysis the three sets of high school chemistrycompulsory teaching material content arrangement, to analysis the writing idea oftextbook writers, the status of "amount of substance" and the overall layoutcharacteristics of the teaching material. Then specific analysis of headings that relatedto the content of "amount of substance", to analyze its expression and choreography.Content presentation is comparative analysis of body content, column design,graphic design, and exercises design in the content of “amount of substance” in threesets of high school chemistry teaching material. It is include the body content of thestatement, the specific concept statement and the related content presentedcomparative analysis; the composition, quantity, and classified columns ofcomparative analysis; the number, type and similar pictures of comparative analysisand the number of exercises, the type and degree of openness of the comparativeanalysis.We also interviewed four high school chemistry teachers who long-term use ofLuKe edition teaching material, according to the content of the "amount of substance"in the teaching material. Interview content mainly includes the teachers’understanding of the "amount of substance", present opinions of the introduction ofthis part in the teaching material, the body content of the statement and formulapresented, as well as specific recommendations for the preparation of teachingmaterial in this part of the content.We draw relevant conclusion through analysis and comparison of the teachingmaterial content as well as interview on the content of the "amount of substance" inthe teaching material. Find out the similarities and differences of this part about the"amount of substance". Then put forward suggestions on the three aspects, which include teaching material content selection, teaching content organization andteaching material content rendering. It will provide decision basis for teachers’teaching, and then optimize the chemistry classroom.