Research On The Consistency Between General High School Chemistry Textbooks And Curriculum Standards

At present,high school chemistry textbooks present the development status of "one standard with multiple textbooks".Various unique textbooks written in accordance with the curriculum standards have been published.However,textbooks are inevitably affected by many factors during the compilation process.In order to ensure the scientificity and practicability of textbooks,the consistency study of textbooks and curriculum standards should become an indispensable part of the new curriculum reform process.This article uses the Luke version of the 2019 high school chemistry textbook compulsory courses as a sample,and uses a combination of qualitative analysis and quantitative research to deeply study the consistency of the Luke version of the high school chemistry textbook compulsory courses and curriculum standards,with a view to providing certain references and suggestions for the evaluation and compilation of textbooks.This study is composed of seven parts,the specific contents are as follows:The first part introduces the reasons,methods,purposes and ideas of the topic selection of the consistency study of textbooks and curriculum standards.The second part summarizes the textbook research and textbook consistency research to understand the current development trend of textbook research and the current research status of textbook consistency research.The third part expounds the basic theoretical basis of the consistency study of textbooks and curriculum standards.The fourth part,from the perspective of qualitative research,and this paper makes a text analysis of Lu Ke edition 2019 senior high school chemistry textbook required courses.From three aspects of content selection,content organization and content presentation,explore the textbooks to reflect the curriculum standards,and explore the revision status of the Luke version of the 2019 high school chemistry textbook compulsory courses based on the curriculum standards.The fifth part analyzes the consistency between the required curriculum of senior high school chemistry textbook in 2019 and the "Ordinary High School Chemistry Curriculum Standard(2017 Edition)" from the perspective of quantitative research by using SEC consistency analysis paradigm.The process is as follows: First,determine the two-dimensional matrix and coding principle of the consistency research between curriculum standard and textbook.Secondly,according to the coding principle,the curriculum standards and textbooks are coded and data statistics are made.Finally,according to the coding result,the consistency coefficient P is calculated by using the consistency formula,and the consistency result is obtained by comparing with the critical value reference value P0,and the concrete analysis is carried out based on the surface graph and the column graph.The sixth part is to conduct an interview and survey on teachers in a city in Shandong Province to gain an in-depth understanding of the understanding and use of the first-line teachers on the Luke version of the 2019 high school chemistry textbook compulsory course and the "Ordinary High School Chemistry Curriculum Standards(2017 Edition)".And analyze the first-line teachers' views on the consistency of the both.In the seventh part,the data collected by the research institute are deeply analyzed and relevant research conclusions are drawn.On the basis of the research,the research process is reconsidered and further problems to be solved are put forward.The results show that the required curriculum of chemistry textbooks for senior high schools in 2019 of the Luke edition is in high consistency with the "Ordinary High School Chemistry Curriculum Standard(2017 Edition)".In terms of content selection,content organization and content presentation,it well reflects the compilation concept and suggestions of "Ordinary High School Chemistry Curriculum Standard(2017 Edition)".According to the analysis of SEC consistency analysis paradigm,there is statistical consistency between the two at the significance level of 0.05.