A Comparative Study On The Content Characteristics Of High School Chemistry Textbooks Based On The Learning Process

The new round of basic education reform in our country requires switching from inclination towards focusing extremely on knowledge imparting to encouraging students to actively participate in the learning process.To understand whether the new version of textbook is more conducive to students’ autonomous learning and active learning or not,it is necessary to compare the old and new versions of the textbook based on the same learning process.Based on literature analysis,this study constructed a learning process model designed based on high school chemistry textbooks which includes orientation links,execution links and feedback links.And based on such model,an analysis framework for learning process characteristics in high school chemistry textbooks was compiled.Then contents related to learning process characteristics are analyzed and coded,and the similarities and differences of learning process characteristics of different content topics in different textbooks and two editions of textbooks are also discussed.Such detailed analysis and comparison of the characteristics of the learning process between the old and new textbooks reveal that the new textbooks are more in line with the psychological laws of the students’ learning process than the old ones:（1）Orientation link.The new version of the textbook attempts to transform the situational materials into situational problems and combine them with the students’ inquiry activities,and at the same time,focus more on the explanation of the essence of the learning content in this link.（2）Execution link.The new version places more emphasis on activating students’ cognitive schemas,and emphasizes real activity situations and inquiry ideas,also attaches more importance to introducing the practical application of new knowledge.（3）Feedback link.The new version of the textbook pays more attention to displaying knowledge and sorting out ideas,helping students to structure their knowledge,and guide students to reflect on methods and ideas.The analysis and comparison of the learning process characteristics of different content topics in the two editions of textbooks found that the content design of the three topics "elements and their compounds","organic chemistry" and "chemical reaction principles" generally conformed to the general laws of the learning process.The topics "Chemistry and Society" and "Material Structure and the Periodic Law of Elements" are relatively less consistent.Specifically:（1）Orientation link.More abstract topics such as "Material Structure and Periodic Law of Elements" rarely provide contextual materials and seldom explain the meaning of learning content.（2）Execution link.Except for "Chemistry and Society",other content themes pay more attention to the connection between old and new knowledge.The more empirical topics such as "elements and their compounds" emphasize experimental inquiry activities,while the topics of "chemistry and society" are less involved in the design of inquiry activities.Topics such as "Organic Chemistry" and "Elements and their compounds" mostly illustrate the application context of properties of matter straightforwardly,while topics such as "Principles of Chemical Reaction" tend to blur the intention for the application of knowledge.（3）Feedback link.Different content themes prefer different ways of sorting out and summarizing knowledge,and all content themes do not place enough attention to reflection on methods and ideas.Based on the above research and analysis,the following textbook compilation suggestions are proposed: the orientation link should emphasize on design of situational problems and the generation of goals;the implementation link should pay more attention to the design of the knowledge cognitive process and the exploration of the nature of science,and to optimize the design of "chemistry and society" related content.;The feedback link should pay more attention to the reflection on the cognitive perspective and cognitive thinking.