Analysis And Research On The Situational Design Of Chinese Middle School Chemistry Textbooks From The Perspective Of PISA

As an internationally recognized student assessment project,PISA has a certain forward-looking and thinking nature for the creation of situations,which is worthy of our analysis and reference.As a materialized product of curriculum reform,teaching materials are the "teaching" of teachers and the "learning" of students.The important resources of the school are also an important carrier to achieve the curriculum goals,and they occupy a pivotal position in the curriculum learning.Therefore,this article analyzes and researches the situational design in Chinese middle school chemistry textbooks from the perspective of PISA.This article first reviews the basic content of the situation under the educational background,such as the type,characteristics,and function of the related research,the related research of the situation in PISA and the related research of the situation in the chemistry textbook,and then confirms the research purpose,task and method of this article.;Then,combining constructivism theory,situational cognition theory and the overview of situations in PISA,determine the perspective of PISA,and clarify the research ideas of this article;finally,study the situation in the ninth grade chemistry textbook and the compulsory high school chemistry textbook of the People's Education Edition The objects are analyzed from the overall middle school chemistry textbook and PISA and the textbook case in two levels using a combination of point and surface.Take the context in the overall middle school chemistry textbook as the research object:First,according to the PISA "Science Literacy" context type framework released by the OECD,the requirements for context coding in the textbook are clarified,and the number of context types in the compulsory textbooks for junior and senior high schools of the People's Education Edition The statistics were carried out separately;secondly,the distribution of the situation in each field,the dimensions in the situation and the correlation between the fields were analyzed;then other types of situations in the chemistry textbook were statistically analyzed and illustrated with examples;Finally,a comparative analysis of the situation type distribution of PISA and Chinese middle school chemistry textbooks was carried out from two aspects:dimensions and domains.Take PISA and textbook shared cases as the research object: first analyze the situation in PISA,clarify the analysis framework,involving three perspectives of situation type,presentation mode,and function;then briefly summarize the situation design in the textbook based on the above three perspectives The comparative description of the textbook;select samples,select 3 situation cases with the same theme from the PISA2006,2015 test questions and middle school chemistry textbooks,and make a specific analysis based on the analysis framework;finally,based on the case analysis,combined with the creation of the textbook situation to make a brief summary.Summarizing the situation of designing the context of Chinese middle school chemistry textbooks from the perspective of PISA,the following conclusions are obtained:1.In terms of situation types: the types of situations in the textbooks are very complete,and the distribution of the situations in each field shows a certain concentration with the theme of the unit;In addition to the 15 types of situations in PISA,there are also unique situations in chemistry,such as experimental situations,chemical history situations,etc.This is a major feature in the context design of chemistry textbooks;the three dimensions of situation types In terms of(individual,regional,and global),PISA and textbooks have greater similarities in creation,with the social dimension taking up a larger proportion,followed by the personal and global dimensions;in terms of five areas,PISA and textbooks The three fields of science and technology frontiers,hazards,and environment are highly compatible.The frontier fields of science and technology account for the largest proportion,while the hazard fields account for the least.However,the differences between the health and natural resources fields are more significant.The proportion of natural resources scenarios is relatively large,while the proportion of health scenarios is relatively small,so the proportion of health scenarios can be appropriately increased.2.In terms of presentation methods: both the textbook and PISA tend to use the combination of pictures and texts,but the utilization of pictures in the textbooks is low,and the value is not fully reflected.The detailed design of the textbook pictures can be appropriately strengthened to reduce the textual expression and improve The use value of pictures;teaching materials can also appropriately increase the presentation form of data charts.3.Situational functional level: the creation of a single functional situation should be reduced;the comprehensiveness of the function of the situation in the dimensions of knowledge,ability,thinking,and concepts should be improved,and efforts should be made to create a fully functional teaching material situation.