A Comparative Study On The Situational Characteristics Of The New And Old Chemistry Textbooks

The "General High School Chemistry Curriculum Standard(2017Edition)" emphasizes the need to combine students' existing experience and social life to create real situations to stimulate students' interest.The2019 PPE textbook was compiled under the new curriculum standards,and the difference between its context and the context of the textbooks under the old curriculum standards deserves further study.On the basis of literature research,this research adopts comparative research method and content analysis method to study the 2007 edition and2019 edition of the compulsory high school chemistry textbooks of the People's Education Edition.The situation in the two editions of the textbook is compared from three perspectives,and the presentation methods are divided into three aspects: presentation location,presentation form and interactive form.Situational function is divided into two aspects:learning knowledge support function and thinking and emotion training function.The results are following:(1)Compared with the 2007 PPE textbook,the number of situations in the 2019 PEP textbook has increased significantly,and the number of situations in the three situation types and the five knowledge topics has increased significantly;the difference in the number of situations among the five knowledge topics is more obvious.Elements and compounds topics have the largest number of contexts,and the largest number of additions in the new textbook;(2)There is little difference in the presentation position of the situation of the old and new teaching materials,which are reflected in the main text and each column,but mainly in the main text and extracurricular expansion columns.Compared with the old textbook,the situation presented in the exchange activity column and practical activity column of the new textbook has increased,and more emphasis is placed on the creation of an active situation that guides the development of students' thinking.In terms of presentation form,the context presentation of the new textbook is more abundant,and the number of context presented in the form of pictures,texts or charts has increased significantly.In the form of interaction,the situations of the old and new textbooks are mainly closed.However,the number of semi-open and open situations in the new teaching materials has increased,which indicates that the new teaching materials pay more attention to the interaction and communication between situations and students.(3)In terms of knowledge learning support functions,the two functions of "deepening understanding" and "expanding horizons" are the main functions of the situations in the old and new textbooks,and the functions of "solving problems" and "knowledge introduction" are less.The "construct knowledge" function is the least.However,the new textbook has added a situation with the function of "solving problems",indicating that the new textbook under the core literacy of chemistry pays more attention to training students' problem-solving ability in real situations.In the function of thinking and emotion training,the number of situations in the three functions of stimulating motor,inspiring thinking and activating emotion has been increased in the new textbook.In addition,the function of the new version of teaching materials in activating emotions has been significantly enhanced,especially in terms of their useful value to individuals.The results show,so we put forward the following suggestions:(1)Textbooks should pay attention to the context creation of principle knowledge points and more micro-abstract knowledge points;(2)Textbooks should choose more contemporary social and life situations to stimulate students' understanding of chemistry(3)The textbook should create more chemical history-like situations that reflect the process of concept development or the discovery process of scientists,so as to strengthen students' understanding of related concepts.(4)Textbooks should actively create situations by using exchange,practice and other activity columns to guide students to discuss or solve problems in real situations,arouse students' interest and promote knowledge transfer.