A Comparative Study On The Content Of "Thermal Effect Of Chemical Reaction" In The New And Old Textbooks Of Senior High School Chemistry People's Education Press

Times New Roman Since the twenty-first century,the technological level and material life of human beings have made great progress,while China has also ushered in a stage of rapid technological development.As a subject closely related to the survival and development of human beings,chemistry should keep up with the trend of the times and contribute to human development.On the basis of summarizing the results of high school chemistry curriculum reform around the world,the 2017 edition of the curriculum standards,which embody the core literacy of chemistry,came into being.At the same time,the new 2019 edition of high school chemistry textbooks,written under the guidance of the new curriculum standards,was launched one after another.On the occasion of using the new edition.The thermal effect of chemical reactions in selective Compulsory 1 is an important content of high school chemistry,which not only bridges the chemical reactions and energy in Compulsory 1,but also provides a good foundation for studying chemical thermodynamics in college,and is also closely related to the development of human society.The comparative results of this content can be applied to teaching to improve the quality of teaching and learning,which is conducive to cultivating students' core literacy in chemistry.In this paper,we compare the 2007 Education version of high school chemistry elective IV and the 2019 Education version of high school chemistry selective compulsory I from the macroscopic perspective(curriculum concept,curriculum objectives,content arrangement)and the microscopic perspective(preamble,content board,experiment design,exercise design)to provide reference suggestions for teachers' teaching.First,we reviewed books and literature on "comparative research",explained the current status of comparative research in high school chemistry and the thermal effects of chemical reactions,designed and constructed a framework for comparative research,applied the framework to the comparison of the standards and textbooks,drew conclusions,and finally provided suggestions for the use of textbooks and teaching design based on the conclusions.The results of the study show that: the curriculum concept is clearer and more specific,incorporating core literacy to evaluate students at different stages;the curriculum objectives become five-dimensional core literacy,clearly requiring the competencies that students need to acquire;the content arrangement focuses on mindset development,adding a variety of columns,which is conducive to situational teaching,optimizing the chapter settings and writing ideas,more in line with students' logical thinking,and easy for students to accept;the preface is closer to life The preface is closer to life,reflecting the important connection between chemistry and life;the board design is more innovative and the content is more three-dimensional;the experiments are transformed into real situations and introduced to fit the core literacy;the intensity of exercise training is increased,but the topics of expression and practice are missing.In order for teachers to use the materials better,based on the results of the comparative study,suggestions for using the materials were drawn: 1.emphasize literacy-based teaching.2.use the rich columns of the new materials to change teaching methods.3.cultivate students' scientific spirit and social responsibility.Suggestions for teaching design: 1.design teaching objectives that meet the core literacy of chemistry;2.implement the concept of "teaching,learning,and assessment";3.focus on the creation of realistic contexts.