Research On The Problems In Senior Middle School Chemistry Textbooks Based On The Taxonomy Of Bloom's Educational Goal

Textbooks prepared by the curriculum provide the most basic and accurate information for teachers and students.The problem in textbooks is the source of knowledge.This research is to bloom education objective taxonomy as the theoretical basis,using literature method,model method,the education statistics and text analysis of problems in textbooks are compulsory module are analyzed,and the specific work as follows.First,summarize and generalize the classification of problem types at home and abroad,and briefly review the current status of research in textbooks,and this paper summarizes and generalizes the research status of the problems in the textbook of Bloom's educational objectives taxonomy.On this basis,the definition of textbooks refers to the textbooks that reflect the will of the state in today's society,the teachers and students are used in the school and teach students the contemporary scientific knowledge of the students.The question is the question of asking for answer or explanation.The new edition of Bloom's educational goal taxonomy classifies cognitive level from low to high on the basis of cognitive complexity: memory,understanding,application,analysis,evaluation and creation.According to the problems in the textbook of Bloom education,the textbook writers can write a problem that is more consistent with the cognitive level of the students.It is beneficial for teachers to design instructional designs that are more in line with students' cognitive level based on questions.Secondly,build a representation model based on Bloom's educational target taxonomy,and examine the rationality of the representation model.We use the representation model to classify the problems in the compulsory module of the human education edition,and use the SPSS13.0 software to make statistics and analysis of the data.According to the statistical data and analysis results,the distribution characteristics of summed up teaching problems in the textbook version of the compulsory module: The textbooks include memory type,understanding type,application type,analytic type,evaluation type and creative type.The proportion ofmemory type is less than 15%,the proportion of evaluation type and creative type is less than 10%,the proportion of understanding type and applied type is more than20%,and the proportion of analysis type is more than 15%;two textbooks.All the questions that can be found in the textbook are less than 15%,of which the text,thinking and communication,and the question of scientific inquiry are to give the answer directly after putting forward the question,lack the time for students to think independently;in the question of the answer,the memory type accounts for half,and the understanding type is less than 11%.The problems of type,analysis and innovation are all less than 10%,and no answers can be found for all evaluation questions.Thirdly,according to the statistical data and analysis results,the distribution characteristics of the problems in the textbook of compulsory modules of the human education edition are summarized.Bloom's educational goal taxonomy is used to analyze the cognition level of each part of the curriculum standard,and compare with the cognition level of each part of the textbook,the following conclusions are drawn:Part of the "Cognitive Chemistry Science" in the compulsory one does not meet the requirements of the curriculum standards in terms of memory level,understanding level,and creation level;The second compulsory "material structure foundation" part of the memory level,understanding level,application level and creation level did not meet the requirements of the curriculum standards;The level of evaluation is not addressed in the "Physical Structure Foundation" section of the second compulsory school and in the "Chemical and Sustainable Development" curriculum standards and textbooks.