An Analysis Of The New Textbook Of High School Chemistry Oriented To The Core Literacy Of The Subject

The general high school curriculum standards(2017 edition)have been introduced for more than three years,and the new round of subject core literacy-oriented curriculum reform has further clarified the general tone of comprehensive development and literacy education.In 2019,the programmatic document on the reform of general high school education,"Guidance on the reform of the way to promote general high school education in a new era," has pointed out that,more attention should be paid to the formation of students' core literacy,and the implementation of the new curricula and new teaching materials should be accelerated in order to achieve high-quality development of overall students by taking into account both comprehensive and individual vision.Textbooks are an important vehicle for implementing curriculum standards and an important support for promoting the development of scientific and cultural literacy among students.At present,the new edition textbooks are only being tried in some pilot areas and are not yet widespread across the country.Therefore,this study focuses on the analysis and use of the new edition of textbooks oriented by subject core literacy,and selects the first book of general high school chemistry(2019)of the People's Education Press as the research object.The detailed analysis process and instructional design were presented,and the conclusions of the analysis are as follows.(1)In the new textbook of the Humanities Edition,the core qualities of chemistry are fully reflected but with different weight.(2)The new chemistry textbooks in the Humanities focus more on the development of students' disciplinary thinking and key competencies.(3)The level of core literacy in chemistry requires increasing levels of cognition and acquisition of competencies.Based on the above analysis and conclusions,this study proposes the following recommendations for instructional design and implementation.The teaching design should set learning tasks to achieve knowledge structuring;create real problem situations to present cognitive differences and stimulate problem solving;design teaching activities to externalize students' cognitive thinking and promote students to achieve independent knowledge transfer;a complete and mature teaching design should include assessment objectives and assessment tasks to diagnose and develop core literacy in chemistry.In order for teachers to fully understand and use textbooks and to carry out "literacybased" teaching activities: first of all,teachers should organize the content of chemistry teaching in a reasonable manner,paying attention to three ways of structuring knowledge:knowledge linkage,cognitive thinking,and core concepts;second,teachers should pay attention to solving the problem of how students think and designing learning activities to make ideas and methods visible;third,teachers should use assessment of daily learning in chemistry in a reasonable and appropriate way,and play the function of assessment to diagnose and develop students' core literacy in chemistry;last but not least,teachers should consciously attach more importance to the development of their own understanding of chemistry,and set higher demands on themselves to be able to trace the origin of chemical knowledge and thinking methods to form a systematic understanding.