The Research On Mining Of "Subtext" In High School Chemistry Textbook

For the subject of chemistry,tacit knowledge is the knowledge hidden in teaching materials or teaching activities,and it is an important part of chemical knowledge.“Subtext” in textbooks is a form of tacit knowledge,which refers to “hidden and latent knowledge which is not directly expressed in the textbook but which is implied in it”.Rich knowledge is contained in the “subtext” in the textbook,which is closely related to the obvious knowledge,and is combined into the chemistry knowledge that students should learn.The “subtext” in the textbook permeates the basic concept of chemistry subject and promotes the formation of students' core accomplishment of chemistry subject.Its existence makes the textbook's knowledge system and structure system more perfect,so the “subtext” in the textbook is an indispensable part of the textbook.However,because the “subtext” in the textbook has certain concealment and potential,it is easy to be ignored by teachers and students.The “subtext” often becomes the blind spot and difficulty for students to learn.Therefore,the in-depth study of the “subtext” in textbooks has become the basic task and inevitable trend of teachers' teaching and students' learning chemistry.The research status of tacit knowledge and “subtext” at home and abroad are studied by literature research,on the basis of which the concept of “subtext” in textbooks is defined and the importance of “subtext” in textbooks is clarified.In order to better understand the “subtext” in the textbook,two textbooks of senior high school chemistry compulsory course(Ⅰvolume)and(Ⅱ volume)are taken as examples,the type of “subtext”,the way of presenting knowledge and the function of “subtext” in senior high school chemistry textbook are analyzed by text research.The questionnaire survey method is used to investigate and analyze the learning status of “subtext” in senior high school chemistry textbooks,The results show that the students pay less attention to “subtext” in the textbook,and their ability to find “subtext” in the textbook needs to be improved.The teachers' utilization and understanding of “subtext” in textbooks are researched by using interview method through interviews with front-line teachers,it shows that teachers have good abilities to find “subtext” in textbooks,butthere are still many problems in the teaching of "subtext" in textbooks,and the teaching methods still need to be improved and updated continuously.On the basis of theoretical research and investigation,the mining strategies of “subtext” in the textbook and suggestions on how to make rational use of the “subtext” in textbooks are put forward.The study led to the following conclusions: It is very important to pay attention to“subtext” in high school chemistry textbooks;in the actual chemistry teaching,the students pay less attention to the "subtext" in the textbook,and the ability of excavating needs to be improved;teachers need to reasonably excavate and utilize “subtext” in textbooks in teaching.