Comparison Study Of "Macro-Micro-Symbolic" Thinking Mode In Exercises Of Chemical Textbook In Three Editions

“Chemistry Curriculum Standards of Compulsory Education”(2011)points out: “Chemistry education should enlighten the scientific thinking of students in the stage of compulsory education.” The science of chemistry forms its unique thinking mode,namely“Macro-Micro-Symbolic” via continuous development.This thesis regards the exercises in the chemical textbooks of middle school in three editions of People’s Education Press,Shanghai Education Press,and Guangdong Education Press as examples,and mainly studies the following four questions:(1)The thinking mode of“Macro-Micro-Symbolic” in the exercises of middle school chemical textbooks in the edition of People’s Education Press;(2)The thinking mode of “Macro-Micro-Symbolic” in the exercises of middle school chemical textbooks in the edition of Shanghai Education Press;(3)The thinking mode of “Macro-Micro-Symbolic” in the exercises of middle school chemical textbooks in the edition of GuangdongEducation Press;(4)The comparison of the thinking mode of“Macro-Micro-Symbolic” in the exercises of middle school chemical textbooks in the three editions.Based on the integrity of the “Macro-Micro-Symbolic” thinking mode,this thesis divides the “Macro-Micro-Symbolic” thinking mode into three levels,and analyzes the thinking mode of“Macro-Micro-Symbolic” in the exercises of middle school chemical textbooks in edition of People’s Education Press,Shanghai Education Press,and Guangdong Education Press respectively.By analysis and comparison,the results in this research can be concluded as follows: The distribution of the exercises is different in textbooks of the edition of People’s Education Press,Shanghai Education Press,and Guangdong Education Press;There are differences in the order of the perspective of micro thinking mode and the perspective of symbolic thinking mode in the contents of exercises in textbooks of edition of People’s Education Press,Shanghai Education Press,and Guangdong Education Press;There are significant difference in the total number of the thinking mode of“Macro-Micro-Symbolic” in the textbook exercises in the edition of People’s Education Press,Shanghai Education Press,and Guangdong Education Press;There are no significant difference in the total number of the thinking mode of “Macro-Micro-Symbolic” in thetextbook exercises types in the edition of People’s Education Press,Shanghai Education Press,and Guangdong Education Press;The distribution of the exercises is different in textbooks of the edition of People’s Education Press,Shanghai Education Press,and Guangdong Education Press.At last,some suggestions on editing and using exercises in Chemistry textbooks are provided.(1)Suggestions on the edition of exercises: paying more attention on the distribution of the exercises and limiting the number of the exercises in the textbook.(2)Suggestions on using the exercises in the textbook: teachers should use the exercises properly,by combining the advantages of different editions and raising their awareness of exercises design.