A Comparative Study Of High School Chemistry Textbooks From The Perspective Of Core Literacy

Since the publication of Chemistry Curriculum Standard for Ordinary High Schools(2017Edition),the research on core literacy has become the focus of the education sector.Chemistry core literacy is the concentrated embodiment of the educational value of chemistry.Chemistry textbooks,as the media to show the course content,play an important role in cultivating students' core literacy and classroom teaching.Based on the core literacy of chemistry,this study analyzes and compares the level and distribution of knowledge content of chemistry textbooks published by PEP and Luke,and puts forward some suggestions on the compilation and use of textbooks.In this study,the modules of "Ion Reaction and Balance" in 4 textbooks,namely,Chemical Compulsory 1 of PEP,Chemical Selective Compulsory 1 of PEP,Chemical Compulsory 1 of Luke and Chemical Selective Compulsory of Luke,were selected as the research objects.The research divides the analysis units by content analysis method,and determines the framework and content categories of textbook knowledge content analysis based on the core literacy of chemistry,the chemistry curriculum standards and the research needs.This paper studies the relationship between textbook knowledge content and curriculum standard by using bidirectional breakdown table.From the perspective of textbook knowledge content level,the correlation between knowledge content and academic quality level of two editions of textbooks is compared by Chi-square test,and the difference between knowledge content level of two editions of textbooks is compared by rank sum test.Then,from the perspective of textbook knowledge content distribution,this paper analyzes and compares the distribution of knowledge content between PEP edition and Luke edition under different dimensions of chemistry core literacy,and then draws a conclusion.The research shows that:(1)the design of knowledge content level is the core issue of textbook compilation;(2)Different knowledge contents have different development values for different chemical core literacy dimensions;(3)Choosing knowledge content different from the organization has the same function for developing the core literacy dimension of chemistry.Research innovations:(1)From the perspective of chemistry core literacy,an analytical framework of textbook knowledge content is constructed,which provides a new method for textbook analysis;(2)The relationship between the content of knowledge and the development of chemistry core literacy is put forward,which provides a new basis for the compilation of textbooks and chemistry teaching.