| Scholars in our country have done many researches on chemistry textbook exercises since the new curriculum reform. These researches mainly study characteristics and compilation of textbook exercises and exercise teaching. In addition,many researchers put forward proposals and suggestions for the reform of chemical text exercises from different aspects. However, domestic researches on chemistry textbook exercises are still very weak. It’s found that the current researches focus more on the breadth(quantity, type, material) and difficulty of textbook exercises. But very few people explore text exercises from the perspective of students’ cognitive psychology.In the present study, the author chose the exercises and curriculum standards in the chemistry compulsory textbooks of People Education Press Edition as research objects and used the two dimensional framework of the New Bloom’s Taxonomy of Cognitive Objective to analysis the two dimensions of the research objects and consistency. The present study shows: first, in the knowledge dimension, the exercises and curriculum standards are highly consistent. Both of them are mainly about conceptual knowledge and the other three types of knowledge(factual knowledge, procedural knowledge,metacognitive knowledge) have similar proportions in both of them. Second, in the cognitive process dimension, both of them are mainly about understanding, only few of them are about evaluating. But when it comes to analyzing, the curriculum standards about analyzing in Book1 and Book2 are far less than exercises about analyzing. The two have different focuses and weak consistency.In addition, the author also found that the New Bloom’s Taxonomy of Cognitive Objective is helpful to exercise teaching and exercise compilation. The author hopes the present study could provide theoretical basis in exercises teaching for teachers and also provide some references and inspiration for the revision of textbook exercise. |
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