Comparative Study Of Exercises In Junior High School Chemistry Textbook Of The People Education Press Edition And Scientific Teaching Edition

In the context of the new curriculum reform,the new teaching concept is constantly being implemented in junior high school chemistry teaching.Textooks are the main materials of chemistry teaching.As an important part of the teaching materials,exercises can not only review and consolidate the chemistry knowledge students learn in the classroom,stimulate interest in studying chemistry,but also foster students 'ability to analyze problems and solve problems and develop logical thinking,and also provide feedback for teachers' teaching.Information,adjust teaching plan in time.At the same time,the new curriculum standards also put forward requirements for the preparation of exercises in textbooks,the preparation of exercises should focus on the development of new types of questions,the types of which should be diversified,and the ability to develop students' ability to learn,learn,and solve problems.The current junior middle school chemistry teaching material is how to reflect the new curriculum concept,whether to meet the needs of teachers and students,this is a question of research value.First,based on the constructivist learning theory and the recent development area theory,this article uses the literature review method and the comparative analysis method to study the exercises in the teaching materials of junior high school chemistry and science education from the perspectives of the exercises,the types of exercises,and the level of exercises.A comparative analysis was conducted and the following conclusions were obtained:(1)The exercises contain three parts: the column of exercises,the three-dimensional goal of the exercises,and the illustrations of the exercises.From the analysis of the problem columns,it is found that the columns in the Science and Education Edition chemistry textbooks are richer and morediverse than those in the PEP,and they pay more attention to the arrangement of the exercises.The textbooks in PEP are more concerned with the rigor and logic of the knowledge presentation,and the columns are relatively single.In view of the three-dimensional goal,the objective of the exercise is basically the same,and the goal of knowledge and skills is the main one,which shows that both textbooks pay attention to the cultivation of students 'basic knowledge and basic skills.The problem illustration of the experimental inquiry class is dominant,and the problem illustration of the character emotion class needs further strengthening.(2)By comparing the types of exercise,it is found that the exercises in the two versions of textbooks are based on traditional types of exercises.They mainly study the mastery of students' basic knowledge.At the same time,they introduce appropriate subjective exercises,such as practicality,openness,and inquiry,as well as inferences.The number of analytical exercises accounts for a certain percentage,and the number of experimental inquiry exercises is slightly insufficient.(3)By comparing the problem sets in the two versions of the textbook,it is found that the problem sets in the two versions of the textbook have different levels.Among them,the largest proportion of problem sets in the two versions are those that master the level of understanding,and the proportion of problem sets in the level of understanding and memorization.Secondly,this paper separately conducts a questionnaire survey on the use of textbooks in the teaching materials of the People's Education Press and the science and education textbooks.At the same time,it conducts interviews with teachers of first-line teaching in junior middle schools and analyzes the results of the questionnaires and interviews separately.The following conclusions are reached:(1)A questionnaire survey of students found that most of the students who used the two editions of the textbook were generally satisfied with the overall evaluation of the problem.Most students believe that the number and difficulty of problem sets are moderate,meet their own needs,useillustrations in problem sets are better,and hold a positive attitude towards the problem sets;At the same time,it is found that the students 'use of the textbook exercise is not high and the use method is not different.(2)Interviews with front-line teachers found that teachers' familiarity with teaching material exercises is related to the length of time they engage in teaching.Most teachers believe that the number of textbook exercises is relatively small,the difficulty is easy,and the types of exercises are not enough.Teachers will adjust the use of the problem according to the actual situation of students,but rarely explain to students the purpose and detailed requirements of the problem,and the incentive method is too single.Based on the comparative analysis of the two textbook exercises and the results of student and teacher surveys and interviews,this paper presents suggestions for teaching exercise teaching: study textbooks,carefully select topics,pay attention to the level of selection of topics,the pertinence and diversity of topics,and emphasis on the use of exercises columns,and timely feedback to evaluate diversity.