Comparative Study Of Luke Version Of High School Chemistry Textbook (compulsory)

As the main teaching book for school education,the textbook is an important carrier for curriculum standards and curriculum concepts,and resource for promoting the learning and development of students,and has an irreplaceable role in the teaching process.Therefore,the update of curriculum standards and curriculum concepts will inevitably bring about changes in textbook,which will affect the teaching of high school teachers.Considering the relationship between textbooks and curriculum standards and the functions of textbooks,an in-depth comparative study of the similarities and differences between 2019-Edition textbook and the 2004-Edition textbook is helpful to grasp the direction of curriculum reform,to understand the changes of curriculum concepts,the connotation of core literacy,and the higher requirements and new challenges faced by chemistry teachers,which will provide guidance for teaching activity and the quest of optimized classroom teaching.This thesis uses the textbook analysis model to conduct a comparative study of the Luke version of the old and new high school chemistry textbooks(compulsory modules)with focus on content organization,content selection and content presentation according to the constructed model in specific research,which comprise the main contents of this thesis.In order to ensure the completeness and scientificity of the research and uphold the principle of linking theory with practice,questionnaire surveys and interviews with first-line teachers will be conducted to understand the first-line teachers' cognition,views,and feedback on teaching practices for different versions of chemistry textbooks,and discuss the understanding of the new and old textbooks and corresponding suggestions to teaching,which will play an instructive and complementary role in research.Finally,based on the comparative study of the new and old textbooks from the points of content selection,content organization,and content presentation,together with the questionnaires and interview results of the first-line teachers,the differences and characteristics of the two textbooks are summarized.Based on an objective and neutral analysis of the advantages and disadvantages of the new and old textbooks,an overall understanding of the textbook is obtained and corresponding suggestions to teaching activities are offered.This thesis consists of six chapters,and the specific content of each chapter is arranged as follows:Chapter 1 is introduction,which summarize the research background,research significance,related literature review,research content,research methods,research ideas,and research innovation points,etc.Chapter 2 is the comparison and analysis of the content organization of the new and old textbooks(compulsory modules)of Luke Edition.Four specific aspects(the basic theory of chemistry,knowledge of elements and compounds,STSE content and chemistry experiments)were selected to compare and analyze the specific organization forms of the relevant content of the textbooks,including the deletion of knowledge points and the arrangement sequence,etc.Chapter 3 is the comparison and analysis of the content selection of new and old textbooks(compulsory modules)of Luke Edition.The representative changes of each chapter and the corresponding base in curriculum standard will be selected and analyzed.Differences in the content selection of the textbooks,especially the "novelty" of the new textbook,will be summarized.The reflection of curriculum standard in each textbook will also be evaluated.Chapter 4 is the comparison and analysis of the content organization of new and old textbooks(compulsory modules)of Luke Edition.The research is conducted from three aspects(textbook columns,chart and exercises)from the perspective of presentation of textbook content.The textbook columns will be compared from the following three steps: the number and types,the comparative study of the columns,and the conclusions.The advantages and disadvantages of chart setting in the two textbooks will be presented in the form of table.Finally,the exercise design in the textbook will be compared.Based on the comparative analysis of the number and types of exercises in the two versions of textbook with data charts,two specific types of exercises(exploration exercises and STSE exercises)are selected to study,and the characteristics of exercise design of each textbook will be summarized.Chapter 5 is the questionnaire surveys and interviews with high school chemistry teachers to understand the first-line teachers' cognition,views,and feedback on teaching practices for different versions of chemistry textbooks,and discuss the understanding of the new and old textbooks and corresponding suggestions to teaching.Chapter 6 is the conclusions and prospects of this thesis.The differences and characteristics of the two textbooks,are summarized.Based on an objective and neutral analysis of the advantages and disadvantages of the new and old textbooks,an overall understanding of the textbook is obtained and corresponding suggestions to teaching activities are offered.