A Comparison Study On High School "Electrochemistry" Textbooks And Reading Design Based On The Development Of Cognition

Teaching material is the basis of teaching activities between teachers and students, is also the basis of achieving teaching objectives. The key to improve teaching quality and students’ cognitive is to positively research and make full use of the teaching material along with developing rich curriculum resources. With international education reforming and Chinese curriculum reforming, chemistry curriculum is being constantly enriched. Teaching material cannot meet needs of students’ learning any more, while readings can mostly resolve this problem. The comparative analysis on the popular chemistry textbooks from different countries is also an effective way to optimize curriculum resources. Electrochemistry is one of the most important parts of chemistry learning and chemistry textbook in high school. Comparative analyzing the arrangement of electrochemistry content in chemistry textbooks in developed countries can boost optimizing chemistry curriculum resources, and then help students obtain better cognitive developments.Based on the research of cognitive development and comparison of chemistry textbooks, this paper has a comparative analysis on electrochemistry in current high school chemistry textbooks from China, USA, UK, Canada. Then writes a book full of learning, mobility, readability named "Electrochemistry Reader" combining with Ausubel’s learning theory about the organizing and writing of teaching, in order to help students acquire basic electrochemistry knowledge and promote the cognitive development. At last, giving a preliminary study on the Reader through the way of questionnaires and interviews.This paper consists of four parts as following:The first part:introduction, analyzing the study background. It’s of great significance to rich the chemistry curriculum to promote students’ development. On the basis of overviewing the literature and knowing about the current situation, this chapter puts forward the purpose of the research, identify the content and methods of it and define the scor concepts of it as well.The second part:comparison of electrochemistry of chemistry textbook in and out of China. This chapter gives a brief introduction to the three foreign chemistry textbooks firstly, then gives a comparative analysis on the electrochemistry content in four countries from four aspects of the cognitive content, which includes its selections, layouts, program design and activity design so as to know about the merits of textbook design in each country to provide guidance for the following writing of the Reader.The third part:analysis on Reader’s design and feedback. This chapter first clarifies the writing principles of the Reader, then takes the advantages of the textbooks in that four countries to design the Reader’s content for the purpose of promoting students’ cognitive development. Next, it gives comments and suggestions on the Reader’s learning, mobility, readability through students’ questionnaires and teachers’ interviews.The fourth part:conclusion. The paper summarizes the whole research processes. To promote students’ cognitive development, we should not only take the research of the teaching material seriously, but also make full use of the resources during teaching. At the same time, pay much attention to the feedback about the textbooks using from teachers and students, then amend and improve it constantly.