An Analysis Of High School Chemistry Textbooks Based On The Core Literacy Of Chemistry Disciplines

In 2014,the Ministry of Education promulgated the programmatic document "Opinions on Comprehensively Deepening Curriculum Reform and Implementing the Fundamental Tasks of Establishing Moral Ethics".The core literacy system of the chemistry discipline with five dimensions: "identification and micro-analysis","change concept and balance thought","evidence reasoning and model cognition","scientific inquiry and innovation awareness","scientific attitude and social responsibility".Against this background,new textbooks for general high school chemistry in 2019 are published.In accordance with the "Ministry of Education's Guiding Opinions on Doing a Good Job in the Implementation of New Courses and Textbooks for Ordinary High Schools",from the fall semester of 2019,provinces(autonomous regions and municipalities)across the country will implement the new courses step by step and use the new textbooks.The textbook is an important carrier for the formation of the core literacy of the students.In this study,the content of the compulsory two textbooks for the general high school chemistry of the 2019 People's Education Edition is selected as the research object.The analysis standard based on the core literacy perspective of the chemistry subject is established through the literature method and the content analysis method.Based on the four levels of each dimension,the concrete manifestation of the core literacy of chemistry in the 2019 compulsory two textbooks of general high school chemistry of the People's Education Edition is analyzed.Through analysis,the following conclusions are drawn:(1)Macro identification and micro analysis: each macro phenomenon basically has a corresponding micro analysis.The four levels are all reflected,most of which are level 1 and level 3.Macroscopic identification through experiments,using symbols to represent the reaction process or microscopic analysis of substances and reactions from the perspective of atoms and molecules.experiment.Level 4 is mainly presented through exercises and inquiry.(2)Changed concepts and balanced thoughts: mainly reflected in Chapter 6Chemical Reactions and Energy.For the four levels of this dimension,except for level 3,there are relatively few,and the remaining three levels are basically the same,mainly presented in text.(3)Evidence reasoning and model cognition: Except that Chapter 7 chemistryand sustainable development are not involved,they are reflected in other chapters.It is mainly reflected in level 1 and level 2.Model recognition of basic chemical substances or inference of the nature of substances through analysis of experimental phenomena is mainly presented through text and pictures.(4)Scientific inquiry and awareness of innovation: all chapters are reflected,mainly for scientific inquiry,and relatively few requirements for innovation awareness.It is mainly reflected in level 1.Through the questions given,a simple experimental plan is designed and investigated.The requirements of the required textbooks on this dimension are at a basic level,mainly through experimental activities and inquiries.(5)Scientific attitude and social responsibility: all chapters are reflected.The four levels are all reflected,which always runs through the subject knowledge,and is mainly presented through text,pictures and various columns.Combining the conclusions drawn by this research,the following teaching suggestions are proposed for teachers to make full use of the new textbooks and cultivate the core literacy of students' chemistry disciplines: first,teachers pay attention to the chapterization of instructional design during the teaching process;The level adopts teaching strategies of different intensities;third,pay attention to the important role of exercises in the formation of the core chemistry of chemistry.