Comparative Research On New And Old Chemistry Textbooks(PEP) For Compulsory Module Of High School

Since entering the 21 st century,human spiritual and material civilization has entered a critical period of rapid development.At the same time,it has also exposed many unprecedented problems.Education development of all over the world is also facing unprecedented challenges.People realize that the fundamental purpose of education is not only limited to the storage of knowledge,but also for the better survival and development of mankind.As the most closely related discipline of human production and life,chemistry education should keep pace with the times,show its own academic charm,and contribute to the further improvement of human core literacy.To meet new opportunities and challenges,countries have been actively exploring and improving chemistry curriculum standards and chemistry textbooks.After nearly 20 years of efforts in China,the Ministry of Education promulgated the 2017 edition Regular High School Chemistry Curriculum Standard in 2017,and strictly followed the curriculum standards to carry out gradual teaching reforms throughout the country and fully implement the purpose of "core literacy".After the introduction of the new curriculum standards,the educational concept of the old version of high school chemistry textbooks has not kept pace with the development of the times,and some contents can no longer meet the current needs of chemistry education,so the new version of high school chemistry textbooks came into being in 2019.As the first year of using new textbooks,a comparative study of old and new chemistry textbooks can help teachers better grasp textbooks,accurately locate curriculum requirements,and help and inspire both teaching and learning.The Ordinary High School Curriculum Standard of Experimental Textbook· Chemistry(1,2)of the 2007 edition PEP is called old textbooks.The Primary High School Textbooks · Chemistry Compulsory(Volume 1 and 2)of the 2019 PEP is called the new textbooks.This topic focuses on the research content of the compulsory new and old chemistry compulsory textbooks for senior high school chemistry.The new version of the textbook uses curriculum standards as a guide.It is very different in content(layout design,content selection,structural system)and textbook features(scientific inquiry,chemical experiment,history of chemistry,CTSE),which fully reflects the current educational philosophy.Through the table summarization and data analysis of the contents of the two editions of textbooks,relevant conclusions are obtained.The new version of the textbook uses the new curriculum standard as a wind vane,the content design is more novel,the knowledge system is more in line with the students' thinking logic,and the columns are more colorful.Scientific inquiry activities are more inquiring and open,chemistry experiments pay more attention to cultivating students' inquiry spirit,chemistry history and CTSE content pay more attention to reflect the national self-confidence and cultural self-confidence of our country,and put the development of students' core literacy first.In order to allow teachers to better grasp the textbooks,the comparison between the new and old textbooks and the interviews of front-line teachers are combined to obtain reasonable suggestions for the use of new textbooks: First,comprehensive design of teaching objectives that meet the core literacy of the chemistry discipline.Second,good at creating teaching situations and attach importance to scientific inquiry activities.Third,change the teaching method with the help of the various columns of the new textbook.Fourth,implement the integrated education of "teaching,learning,evaluation,and examination".It is hoped that the conclusions of this study will be of value to the frontline teachers for better use of new teaching materials.