Analysis And Comparison Of The Content Of "Electrochemistry" In The High School Chemistry Textbook

With the promulgation of the "General High School Chemistry Curriculum Standards(2017 Edition)",different versions of chemistry textbooks came into being.The comparative study of the content of textbooks is a hot spot in current chemistry research.Existing studies mostly analyze the content of textbooks based on knowledge and experience,and rarely start from language vocabulary.This research conducted a comparative analysis of textbook content from the perspective of language vocabulary,with a view to discovering differences in electrochemistry knowledge content in human education and Luke version of high school chemistry textbooks.The research combs and reviews textbook analysis and comparison,textbook analysis method related literature research,determines research ideas,and determines research framework.Then use electrochemical knowledge content as the carrier,combine the content requirements of the chemistry curriculum standard with the specific content of the textbook,divide the three learning topics of electrochemical knowledge,and determine the sixteen knowledge blocks under each learning topic.With the help of the word frequency statistics,collocation words,and distribution map functions of the Corpro Chinese corpus,the knowledge block concept vocabulary list,collocation word list,and distribution map are formed,combined with the specific content of the textbook,and analyzed in the content breadth of the textbooks of the People's Education Edition and the Luke Edition.Differences in language expression,key content,and degree of knowledge penetration.Finally,with the help of the collocation function of the Corpro Chinese corpus,a collocation list of knowledge chunks,verbs,modal particles,and diagrams is formed,combined with the specific content of the textbook,and the differences in the presentation of functional columns and diagrams between the two versions of the textbook are analyzed,in order to deepen the textbook.the study.Research shows that:(1)To develop students' core chemistry literacy in the same dimension,they can choose and organize different knowledge content systems.(2)There is a certain inconsistency between the teaching focus and the key knowledge content of the textbook.(3)The PEP textbook emphasizes the development value of high-level thinking of scientific inquiry,while the Luke edition emphasizes the multiple development value of scientific inquiry.Research innovations:(1)Using the Corpro Chinese Corpus to analyze textbook content based on language vocabulary.Research tools are innovative and provide new methods for text analysis.(2)The conclusions drawn that the electrochemical knowledge content,functional columns,and diagrams in the PEP and Luke textbooks show differences,provide a new basis for the teaching of electrochemical knowledge.