A Comparative Research On The Element Compounds Content In Chinese And British High School Chemistry Textbooks And Teaching Practice

As an important teaching tool and the main carrier to promote curriculum reform and implement course standards,chemistry textbooks play an important role in promoting the implementation of the core accomplishment of chemistry.After the promulgation of the Chemistry Curriculum Standards for General High School(2017 Edition)in 2017,the Chemistry Textbook of PEP(2019 Edition)came into public.Besides,as a key factor in cultivating students' core accomplishment,the knowledge of element compounds is indispensable in the content of chemistry course.However,how to implement the core accomplishment in the chemical lessons has become one of the problems that trouble the chemistry teachers in high school.As the original country to carry out curriculum design based on core accomplishment,Britain is in common with China.Therefore,took the chemistry textbook of PEP and the British CIE A-Level chemistry coursebook as the research objects,this research conducted a comparative analysis of element compound,and conducted teaching practice research,aiming to provide inspiration for the compilation of textbooks and effective teaching strategies for teachers to effectively use the new textbooks.Literature research,comparative study,case study,paper test and interview were involved in this study.The research is composed of five chapters.The first chapter described the background,current situation,research questions,research significance,research framework and research methods.The second chapter explained the core concepts of “textbook comparison”,“element compound” and “teaching practice”.Moreover,the theoretical foundations of the subsequent teaching case design were elaborated as well.The chapter three is the main part which can be divided into three parts.The first part is a macro comparison of the curriculum standards of the two countries.The similarities and differences were drawn that provided a basis for subsequent textbook comparisons.Secondly,qualitative and quantitative comparative studies were made based on the contents of the two chemistry textbooks in four aspects: compilation thought,architecture,presentation and content selection.At last,the advantages and disadvantages of the chemistry textbooks were be summarized,and teaching strategies were put forward.The chapter four is the research for teaching practice.Guided by the teaching suggestions put forward in Chapter 3,this research created the teaching case that was conducive to the construction of knowledge and the achievement of academic requirements,and carried out teaching experiments.Through the analysis of the teaching efficiency of the experimental group and the control group,the teaching strategies put forward in Chapter 3 were analyzed,and the study got the results of teaching practice research.Ultimately,in Chapter 5,the teaching strategies for the “element compound” part were drawn as follows: carry out holistic instructional design,create real problem situations,carry out experimental and inquiry activities of suitable difficulty level,and carry out backward design.In addition,suggestions for teachers to use the new textbook and enlightenment for textbook compilation were provided.At the same time,reflection on the research,direction and goal of follow-up research were mentioned.