The Construction And Application Of The Quantitative Analysis And Evaluation Model For The Difficulty Of Chemistry Textbook In Senior High School

Chemistry textbook as an important tool for the chemistry teaching activities,has been the research object of attention of the education workers.The difficulty of teaching as one of the important indicators to measure the quality of teaching material,is of great significance for the research and evaluation.This study attempts to evaluate the difficulty of chemistry textbook from quantitative perspective.In theory,it provides a relatively scientific,targeted and convenient operation quantitative evaluation method for chemistry textbook difficulty of senior middle school,enriches the related research achievements and expands the scope of the study of the high school chemistry textbook.In practice,helps the teachers more accurately grasp the distribution of chemistry textbook difficulty,choose the optimal teaching plan,improve teaching efficiency.On the whole,the difficulty of teaching materials has important research significance and research value to the whole teaching activity.A review of the relevant literature on the difficulty of teaching materials in our country.At present,the research on the difficulty of textbooks in our country is mostly focused on mathematics,physics and chemistry.But most of these researches are in the empirical and qualitative aspects,and they are seldom involved in quantitative analysis.In the existing quantitative research of a few teaching material difficulty,the researcher uses the quantitative model of curriculum difficulty,which is constructed by Professor Shi Ningzhong,to study the material difficulty of various subjects.But involving the multi-angle comprehensive quantitative research is less.So,according to the existing quantitative researches of textbook difficulty and combining with the characteristics of chemistry textbook of senior middle school,builds four quantitative evaluation models for chemistry textbook of senior middle school,that is knowledge difficulty,inquiry difficulty,expansion difficulty and exercises difficulty evaluation model.It is try to realize the theoretical significance of the study.Using the constructed evaluation models study the content difficulty of “Metals and non-metals and their compounds”in the three edition textbooks,it mainly comes out the following conclusions:Under the new curriculum standard,the content of knowledge difficulty,inquiry difficulty,expansion difficulty and exercises difficulty in the three edition textbooks have shown some differences.Knowledge difficulty of the content in the three edition textbooks are similar.But there are still some differences: knowledge difficulty of the content in the PEP version is the largest in the three edition textbooks,and it is the smallest in the Jiangsu version.The inquiry difficulty includes two parts,this is discussion inquiry and experiment research.Discussion inquiry difficulty of the content in the Jiangsu version is the largest in the three edition textbooks,and it is the smallest in the PEP version.For the experiment research difficulty,it is necessary to make a concrete analysis on the experimental theory,type,target,process and data-processing,The experiment research difficulty in the three edition textbooks have shown some differences.For the expansion difficulty,it is the largest in the Jiangsu version,and it is equal in the PEP version and Shandong Scientific Press.For the exercises difficulty,it is necessary to make a concrete analysis on the exercises type,background,knowledge content and amount of computation.The exercises difficulty in the three edition textbooks have shown some differences.The innovations of this study:In the research perspective,expands the scope of the study of the high school chemistry textbook.In the research method,focuses on the comprehensive use of quantitative and qualitative analysis methods.In the research achievements,builds four quantitative evaluation models for chemistry textbook of senior middle school,and builds the general idea and pattern of related research.The shortcomings of this study:The quantitative evaluation models for chemistry textbook of senior middle school and the specific assignment method of each evaluation model are subjective,Its scientific nature and objectivity need to be verified in practice.The quantitative evaluation model is only suitable for the study of the absolute difficulty of chemistry textbook.So the model of the relative difficulty need to continue to study.In this paper,the conclusion about the difficulty of three edition textbooks is only suitable for the content of "metal and nonmetal and its compounds" in each version textbook.Can not represent the overall difficulty of three edition textbooks.