A Comparative Study On The Column Of Two Editions Of Senior High School Chemistry Textbook Under The New Curriculum Standard

Since the promulgation of the General Senior High School Chemistry Curriculum Standard(2017 Edition),schools across the country supported it by learning the concept of new curriculum standards and implementing the core literacy of chemistry subject.Textbook is an important carrier to cultivate students’ core chemistry literacy.thus the new textbooks based on the new curriculum standard came into being.Textbook column is a significant part of the textbook,rich columns can well present classroom activities.By comparing and analyzing the columns of the compulsory part of the two versions of high school chemistry textbooks,we find the bright spots and promotion points in the column design of the two versions of the new textbooks,so as to provide reference for students’ study and teachers’ teaching.In this paper,the columns of two different “General High School Chemistry Textbooks(compulsory)” are selected as the research objects,the one version is published by the People Education Press(PEP)in 2019,and the other version published by Shandong Science and Technology press(SDSTP)in 2019.First,it analyzes the current research situation of columns by using literature review and determines the research framework of this study.After that,combining with text analysis,From columns function,it can be divided into several sections such as thinking,discussion,and communication class,experimental class,material class,method guidance class,knowledge induction class and exercise class.Then combining text analysis with data statistics,this paper classifies and compares the column design of two editions of textbooks from three aspects: the number of columns,the form of columns,and the characteristics of columns.Through the analysis of the types and functions of the columns,it is found that the functions of the column in The PEP version: using questions to inspire thinking and promote cognitive depth;various kinds of experiments to implement scientific inquiry literacy;rich content materials to guide reading and broaden the horizons;teaching the scientific research methods to improve the level of scientific research;promoting knowledge induction,testing the level of knowledge achievement,forming a systematic knowledge structure.The functions of the column in the SDSTP version: providing questions to promote thinking and communication;using experimental activities to enhance independent innovation ability and scientific inquiry level;presenting rich material information to broaden students’ horizons;presenting scientific methods to promote scientific research;providing knowledge structure map to promote knowledge induction and deepen knowledge understanding;set exercises to consolidate learning and promote knowledge understanding,application and transfer.Through the analysis of the number of columns,it is found that the number of “thinking,discussion and communication” column,“experiments” column and “materials” column in the PEP version is higher than that in the SDSTP version.While the “methods guidance” column,the “ knowledge induction” column and the “exercises” column of the SDSTP version are all higher than the PEP version.The PEP version focus more on the “experiments” column and the “materials” column,followed by the “thinking,discussion and communication” column.There is a small difference in the number of “thinking,discussion and communication” column,“experiments” column and “materials” column in the SDSTP version.Through the analysis of the column design,in the presentation form,the columns in SDSTP version are richer than the PEP version,and it is good at utilizing pictures and tables in the columns.Besides,in terms of the content characteristic,the column in PEP version has rich in content and full of sense of science and technology.While the columns in SDSTP version have detailed in content and well organized.Synthesizing the conclusions of the analysis of the columns in two versions,this paper puts forward the strategies for how to use all kinds of columns in the textbook :As for " thinking,discussion and communication " column,the teacher should prepare lessons in depth by excavating column function before class and guide actively to promote deep thinking in class;" experiments" column should be carefully planned to presuppose generative problem before class and guide properly in class to carry out literacy in class;We should pay attention to the functional value of "materials" column to the development of students’ literacy,integrate column content,organize different forms of teaching activities,use different versions of textbooks,deeply interpret column material information,promote the development of the literacy of scientific attitude and social responsibility,make full use of "chemistry and occupation" column,popularize knowledge of career education;"Methods guidance " column should integrate the textbook of two versions and be combined with the specific content of the study.The "knowledge induction" column should pay attention to the content of the secondary development column,draw the mind map,and form a unique thinking structure.The "exercises " column should pay attention to the basic consolidation questions to consolidate the students’ knowledge foundation,strengthen the application questions to promote the improvement of students’ knowledge,implement the open test questions to promote the development of literacy.