Cohesion Analysis And Teaching Suggestions Of "Hydrocarbon Derivatives" Knowledge In Middle School Textbooks By People Education Press

The new curriculum standards require schools to conform to the principle of improving students'scientific literacy and establish students' concept of sustainable development. Since the reform of new curriculum, middle schools adopt three-stage education for chemistry curriculum, i.e., nine-year compulsory education (secondary education stage), or entry stage; chemical compulsory education stage, also known as development stage; chemistry optional education stage, the personal choice and improvement of students. Since all of the three stages are of extraordinary significance to students'cognitive development, the cohesive learning is extremely important. Therefore, it is necessary to study the cohesive education between the three stages. In the chemical textbooks for middle school students, organics, as an important part, plays a significant role in people's life. Hence, it is necessary for students to understand these matters, grasp theoretical chemical knowledge and learn scientific methods of studying organics, thereby laying a sound foundation for learning chemistry in their undergraduate education.The learning process of students is a process of accumulating and constructing knowledge. In other words, it is a process of mutual co nstruction of the existing knowledge and new knowledge in student's brain. When students come to high school after graduating from a mi ddle school, they may be unable to adapt to the new circumstances d uring the learning process since the presentation, layout features and o bjectives and requirements of high school textbooks are different from those of middle schools. In order to help students remove these prob lems and better transit from middle school to high school, it needs no t only teachers'guidance and the initiative of students, but also requir es a good transitional learning of knowledge in textbooks. Therefore, t he cohesive teaching of organics knowledge in high school textbooks t ends to be extremely important. Based on the above analysis, this pap er analyzes the transitional knowledge about hydrocarbon derivatives i n People's Education Press's Compulsory Textbook for Ninth-grade Stu dents (Hereinafter referred to as chemistry for the ninth grade), People 's Education Press's Ordinary High School Curriculum Standard Textbo ok Chemistry Compulsory 2(Hereinafter referred to as chemistry comp ulsory 2); People's Education Press's Ordinary High School Curriculum Standard Textbook Chemistry Elective5 (Hereinafter referred to as ch emistry elective 5).This paper, with the new curriculum philosophy as the guiding ideology, combines knowledge and skills, process and method, emotional attitude and values, development and progressive principles of knowledge in the textbooks. With the theoretical foundation of Constructionist Learning Theory and Theory of Cognitive Structure Migration, the paper takes hydrocarbon derivatives content in the curriculum standards and People's Education Press's textbook as the research object, specially "alcohol", "acid", "carbohydrate", "Grease", "protein" and "organic polymer". After analyzing the learning requi rements and recommendations on hydrocarbon derivatives of Compulsory Chemistry Curriculum Standards (2011 Edition) and Normal High School Chemistry Curriculum Standards (Experiment) and explains the cohesion. In addition, it specifically analyzes the cohesion of knowledge and skills, processes and methods, attitudes and values of "alcohol", "acid", "carbohydrate", "Grease", "protein" and "organic polymer". Then, based on their source in chemistry for the ninth grade, chemistry 2 and chemistry 5, presentation in different chapters it analyzes the progressive development of hydrocarbon derivatives and explores its cohesion. It is found that course standards of middle and high schools are well cohesive and the hydrocarbon derivatives knowledge is well cohesive in middle and high school textbooks on the whole, which demonstrates the consistence, development and staged progress of chemistry curriculums.Based on it, it concludes with 4 characteristics of cohesive teaching of hydrocarbon derivatives and proposes teaching and learning strategies. Specially, ?On the whole, the content is extended and systematically enhanced, which is reflected by the higher system between different matters and the increased width of the matter of the same kind. ?On the whole, the knowledge is deepened and requirements on students'understanding on the nature is increased. For these two features, attention should be paid to the depth and width to help students understand the nature of organic chemistry by using different teaching and learning strategies. Meanwhile, teachers can relate organic chemistry to life by applying migration strategy or comparison strategy, etc. The most important is to focus on the relationship between molecular structure and functional groups. ?Relevant contents are cohesive, which avoids repetition of simple contents. For this aspect, the strategy of filling in the gaps and context application can be used for teaching. ?The requirements for student's participation has been enhanced. For this point, teachers have to combine basic experiments, explorative experiments and extracurricular activities and experiments in the textbooks.The above cohesion characteristics and suggestions can between help students adapt to the gap between middle and high school education and meet the requirements of curriculum standards on three-dimensional objectives, thereby making the cohesive learning from middle school to high school more smoothly. As a result, these suggestions can be adopted in future teaching activities, thereby providing new ideas for the majority of educational researchers and front-line chemistry teachers.