The Study And Analysis Of The Current Situation Of Teaching Reference Books For High School Chemistry

In the basic education curriculum reform,the reform of textbooks can not be ignored.It is the main carrier of teacher teaching and student learning.The teaching reference books used in conjunction with textbooks also occupy an important position in teaching,which are also an important means for advancing new curriculum reforms.However,the use of high school chemistry teaching reference books are rarely used by the high school teachers.Therefore,in this paper,literature research,questionnaire survey and interview methods are used to study,investigate and analyze the situation of the use of the teaching reference books.According to the teacher’s use of teaching parameters and evaluation suggestions,some feasible suggestions are provided for the preparation and use of teaching parameters,so that teaching parameters can truly reflect its due the status and value.This thesis consists of six parts.The first part is introduction.The problems raised,the purpose and significance of the research,a summary of the status quo and ways of thinking are explained.The second part is an overview of the reference books on chemistry teaching.The concept definition of "teacher’s book" and "teaching reference book" are defined,and the role of reference book for chemistry teaching is briefly described.The third part is the investigation of the status quo of the use of high school chemistry teaching reference books.The objects of questionnaire survey are part of the first-line high school chemistry teachers in Harbin City.The teachers’ overall usage and recognition of the teaching and teaching quotas of the People’s Education Press,teachers’ use of the columns of the PEP,and teachers’ teaching are mainly investigated.The results show that teachers believe that the teaching reference books has a certain reference effect on the teaching of teachers,but the overall average frequency of teaching and teaching of people’s education is not very high.In addition,the teaching age,title,and the school where the teacher is located are the boundaries.The different teaching resources in different teaching stages are used by different teachers.In actual teaching,other reference materials or network resources are used by teachers,and the teaching based on the actual situation of the students and their personal teaching experience are designed,carried out and evaluated.The fourth part is an interview with teachers.Through the conversation with some first-line high school chemistry teachers,more in-depth understanding of the teachers’ use of teaching reference books and the actual teaching situation are gained.The causes of the low frequency of teaching are analyzed,and the teachers’ use of textbooks and suggestions are collected.The fifth part is about the preparation and use of recommendations.Based on the analysis of questionnaires and interviews,suggestions for the preparation of teaching aids and teachers’ use of teaching aids are put forward.