Comparison On The Teaching Attribute Of New And Old Chemistry Textbooks In Middle Schools By People's Education Press

Since the reform of the basic education curriculum in the 21st century,the curriculum reform has been carried out in every subject in our country,and the curriculum standard has been improved continuously.And the textbook as the material carrier of the curriculum,carrying the curriculum concept,so the study of the curriculum also falls on the study of the textbook.Based on the existing research results of chemistry educators on chemistry textbooks,it is found that the research focuses on the content attributes of textbooks,and the teaching attributes of textbooks are quite scarce.Therefore,based on the current domestic and foreign textbooks teaching attributes have research results,try to construct a high school chemistry textbooks teaching attribute research framework,using quantitative and qualitative research methods to carry out a comparative study of the new and old senior high school chemistry textbooks,find out the similarities and differences between the two versions of chemistry textbooks teaching attributes,in order to explore the design differences between the two in teaching design,learning evaluation and teaching resources,to provide a specific reference for the future revision of textbooks in China.The problems of this study are as follows:(1)How to construct a framework for studying the teaching attribute of senior high school chemistry textbooks on the basis of existing research?(2)What are the teaching attribute of the new and old senior high school chemistry textbooks?(3)What is the inheritance of the teaching attribute of the new high school chemistry textbook?(4)What are the changes in the teaching attributes of new high school chemistry textbooks?(5)What efforts can be made to revise the senior high school chemistry textbooks?This research is divided into six parts:The first part is the introduction,mainly introduces the research origin,the research question and the significance of this research;The second part is the literature review,including he concept definition of the core concept of this research "senior high school chemistry textbook" teaching attribute ",the analysis of the domestic and foreign senior high school chemistry textbook research and the textbook teaching attribute research.The interpretation of the domestic and foreign high school chemistry textbook research status and the results,lays the theoretical foundation for this study;The third part is the design of this research,introduces the research ideas,research objects,research methods and research tools construction of this research;The fourth part is the quantitative and qualitative analysis of the teaching attributes of the new edition of senior high school chemistry textbook to understand the similarities and differences of the teaching attributes of the two editions of the textbook;The fifth part gives a detailed analysis of the two typical cases of "redox reaction" and "chlorine and its compounds" in the new and old high school chemistry textbooks,and puts forward suggestions for the revision of the new textbooks based on the textbook teaching attributes;The sixth part expounds the conclusion,enlightenment,reflection and prospect of this study.The conclusions of study are as follows:(1)The research framework of teaching school chemistry textbook teaching attribute is divided into three dimensions:teaching design,learning evaluation,teaching resources,10 indexes,and 33 evaluation criteria.(2)The new senior high school chemistry textbook teaching attribute inherits the characteristic:First,pays attention to the teaching instruction,manifests the ontology function;Secondly,pays attention to the learner adaptability,stimulates the student to seek knowledge;Moreover,the activity considers many elements,the student obtains the rich experience;Finally,the exercise quantity is moderate,the pertinence proportion is high.(3)The characteristics of chemistry textbook reform in the new high school are as follows:First,clear specific teaching objectives and provide rich teaching materials;Second,pay attention to the structure of teaching content and promote subject knowledge literacy;Third,pay attention to the overall design of situation and problem solving,cultivate students' core literacy in chemistry;Fourth,pay attention to the application of information technology and develop students' ability to apply information technology.On the one hand,textbook writers should pay attention to the cultivation of subject ability,develop the core accomplishment of subject;strengthen the hierarchy of exercise design,play the role of many aspects of exercises;strengthen the evaluation of chemical learning,and implement the evaluation view of literacy-based.On the other hand,textbook users should make full use of teaching materials to play the role of teaching guidance;sort out the clue of textbook arrangement to form the structure of teaching content;learn from the overall design of situations and problems to promote the transformation of learning methods.