Research On The Consistency Of Compulsory High School Chemistry Textbooks (2019 Edition) And Curriculum Standards

In 2018,in order to face the challenges of the new era,the Ministry of Education issued the revised "General High School Chemistry Curriculum Standards(2017 Edition)" oriented by literacy.Subsequently,the People's Education Press and Shandong Science and Technology Press organized relevant experts and scholars to compile textbooks based on curriculum standards and combined with relevant research results in recent years.In September 2019,two versions of the new textbooks have begun to be distributed in batches across the country,and the education departments of various provinces and cities will choose textbooks according to the actual situation.The textbook is one of the physical and chemical forms and textual materials of the high school chemistry curriculum,it is the basic guarantee for the implementation of the high school chemistry curriculum and a direct reflection of the curriculum standards,therefore,the evaluation of new textbooks has great timeliness and practical significance,the consistency of curriculum standards is also an important part of textbook evaluation.The study conducted a study on the consistency between the content of the chemistry compulsory textbook(2019 version)that has been officially put into use in the Luke version and the People's Education version and the "General High School Chemistry Curriculum Standard(2017 version)",the two aspects of dimension are statistically analyzed in a statistical sense,and based on the analysis results,suggestions are made for the revision of teaching materials,teacher teaching,and the improvement of curriculum standards.The results show that:(1)The two versions of the new textbooks are statistically consistent with the curriculum standards;(2)In terms of key distribution,the three are prominent,but the theme of "Simple Organic Compounds and Their Applications" in the new curriculum standard knowledge at the understanding level is the main focus,while knowledge at the understanding level of "Common Inorganic Compounds and Their Applications" is the second priority,and the two versions of the new textbook are just the opposite;(3)In terms of content distribution,the three are generally consistent,but in the new curriculum standard,the content of the theme of "Basics of Material Structure and Law of Chemical Reaction" accounts for the highest proportion,and the theme of "Common Inorganic Compounds and Their Applications" takes the second place,and the two versions of the new textbook are just the opposite;The theme content of "Chemistryand Social Development" is higher than the new curriculum standard;(4)In terms of cognitive dimensions,in general,the three cognitive levels account for the same proportion,but the cognitive requirements for the theme of "Chemical Science and Experimental Inquiry" in the two new textbooks are slightly lower than the new curriculum standards,the cognitive requirements of the topic "Common Inorganic Compounds and Their Applications" are slightly higher than the new curriculum standards.Based on the above analysis,the following suggestions are proposed:(1)The textbook can be further optimized;(2)Teachers can play the role of textbooks based on curriculum standards;(3)The front teachers should pay attention to the guiding function of curriculum standards;(4)Promote the localization of the consistency evaluation mechanism.