| The "Standards for Ordinary High School Chemistry Courses(2017 Edition)" clearly puts forward the core literacy of chemistry disciplines,which reflects the basic requirements of chemistry education under the core values of socialism.Teaching materials are an important carrier for cultivating students' core literacy in chemistry disciplines,and the intentions,content structures,and implementation of literacy of different versions of textbooks have their own advantages.The full name of the ISM method is Interpretive Strucure Modeling,Chinese called the structure interpretation model,the use of this method to analyze the textbook,not only can objectively construct the content structure of the textbook,guide teachers to compare the implementation of literacy in the textbook from the micro knowledge level,help teachers to creatively use the textbook,but also help students to construct a structured knowledge system.In view of this,this paper takes the improved ISM method as an example,compares and analyzes the content structure of the compulsory organic compounds of high school chemistry in the PEP edition and the JEP edition under the perspective of the core literacy of the chemistry discipline,summarizes the content structure characteristics of the compulsory organic compounds of the two editions of the textbook,and designs the corresponding teaching cases according to the analysis results,in order to further improve and perfect the ISM method and provide a reference for the literacy-based structured classroom.First of all,on the basis of studying a large number of literature,this paper understands the research background and research status of core literacy,ISM method textbook analysis and high school organic chemistry,and determines the research object,research content and research method of this paper.Secondly,the shortcomings of the ISM method in the analysis of textbooks are improved,and the improved ISM method is used to construct the hierarchical map of the two editions of the textbooks of the PEP Edition and the JEP Edition,and the similarities and differences of the content structure of the two editions of the textbooks are compared and analyzed from the perspective of the core literacy of the chemistry discipline.Finally,the following research conclusions are concluded.First,the content structure characteristics of organic compounds in the two editions of the textbook.1.Selection of core elements.The two editions of the textbook have carried out different innovations;the knowledge of the PEP edition is more systematic and comprehensive,focusing on the cultivation of the literacy of "macro-identification and microscopic analysis,scientific attitude and social responsibility";the JEP edition can more specifically implement the cultivation of "scientific inquiry and innovation awareness".2.Selection of starting elements.Both editions of the textbook are good at introducing organic matter from the aspects of chemical history,life examples,and material uses.3.Selection of node elements.Both editions of the textbook pay attention to the use of life situational materials,and cultivate students' low-level "scientific attitude and social responsibility literacy".4.Forming relationships between elements.The two editions of the textbook are arranged in accordance with the idea of structural determinism,focusing on the use of comparative analysis methods to guide students to transfer learning,but there are large differences in the formation relationship between the two,and the PEP edition pays more attention to the cultivation of "changing concepts".Second,put forward suggestions for the analysis of teaching materials.1.Study curriculum standards and teaching materials,and implement the cultivation of core literacy in disciplines.2.Diversify analytical methods,make diversified and comprehensive use,and creatively use teaching materials.3.Micro-analyze the perspective,focus on the core column,and giving full play to the function of the column. |
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