The Comparative Analysis Between The New And Old Textbooks And Research On Teaching Design-Taking "Periodic Law Of Material Structure Elements" As An Example

The development of society promotes the reform of education,and the educational cause is thriving in the reform.Education reform includes both hardware and software.Software reform refers to ideological reform,such as educational concepts,teaching methods and students' learning methods,etc.Changes in this aspect do not happen overnight.It takes time to accumulate experience and requires the joint efforts of educators from generation to generation.The reform of hardware here refers to the reform of teaching materials.Due to the outdated book information,students' learning needs,changes in teaching content and other objective factors as well as the change of social development's demand for talents,teaching materials will always be updated.This study mainly carries on the textbook comparative research from this point of view.On the basis of reading "Chemistry Curriculum Standards for General Senior High Schools(2017 Edition)"(hereinafter referred to as curriculum Standards)and related literature and books,the subject first takes the discipline core literacy as the background and takes "Periodic Law of Material Structure Elements" as an example.From the macro and micro levels,a comparative analysis is made between the 2019 "Edition of Ordinary High School Textbook Chemistry"(hereinafter referred to as the new edition)and the 2004 "Edition of Ordinary High School Curriculum Standard Experimental Textbook Chemistry"(hereinafter referred to as the old edition): At the macro level,it is mainly a comparative analysis of educational concepts,while at the micro level,it is a comparative analysis of chapter positions,structural frames,column contents and illustrations of the two editions.Secondly,according to the analysis results,the first and second sections of "Periodic law of Material Structure elements" are taken as examples to design the teaching ideas,and the teaching design under the core literacy is carried out according to the teaching ideas.Thirdly,in order to verify the effectiveness of the teaching design,two classes were selected to carry out the four-week teaching implementation with different educational concepts of the new textbook and the old textbook as the teaching background.Finally,according to the results of pre-test and post-test,the teaching effects of the two classes are measured and evaluated,and the differences of teaching effects under different educational concepts are compared,and the summary and reflection are made.By the new and old textbooks for comparison and analysis of macro and micro aspects,teaching design and teaching,according to the results of the analysis in order to further test the effectiveness of teaching results before and after in the teaching to students before and after the test,before and after test with SPSS 25 data analysis,the paper summarized the results,It is found that the educational concept of the new textbook is more conducive to the improvement of students' comprehensive quality,which is in line with the overall goal of cultivating people.Specifically,the scientific framework of the new edition makes more use of students to construct cognitive models;The method guidance of the second edition makes use of students' learning and knowledge transfer;The experiment practice of the third edition is beneficial to the improvement of students' skills.The concept of the fourth edition is conducive to the formation of the core literacy of students.