A Comparative Study Of The Civic Elements Of The Curriculum In The Old And New Compulsory High School Chemistry Textbooks Published By The People's Education Press

High school is the pre-college stage,and secondary education is an important foundation and transition for higher education,so it is important to implement "Curriculum Civics" in secondary education as well.It has been less than ten years since the concept of "curriculum thinking and government" was introduced and even less time since it was applied to secondary education.Since the publication of the new Human Education Edition of high school chemistry in 2019,the changes in the preparation of the textbooks of the Human Education Edition under the new curriculum reform have highlighted the word "new" compared with the old Human Education Edition,and there are newer and more effective ways and methods of ideological and political education penetration than the old Human Education Edition,which is a worthy issue for high school chemistry teachers to implement the concept of thinking politics in the curriculum.This is an issue worth studying for high school chemistry teachers to implement the concept of thinking and politics in the curriculum.The 2004 Human Education Edition of the Experimental Textbook of the General High School Curriculum,Chemistry 1?2 Compulsory,and the 2019 Human Education Edition of the General High School Textbook of Chemistry,Compulsory,Book 1?2,were used as the materials for comparative study.The Civics elements in the two editions of compulsory high school chemistry were taken as the objects of study.First,the literature research method was used to conduct a superficial analysis of the current situation research and the definition of relevant concepts at home and abroad.Based on the current situation and background,the practical significance of this study is to provide teachers with new ideas for teaching design and the use of new teaching materials from multiple perspectives;to meet the future growth needs of students and to promote the interdisciplinary integration of natural and humanities and social subjects.Secondly,we use textual research and comparative analysis to explore the curriculum thinking and political elements in the old and new textbooks and compare and contrast them in terms of their contents and presentation positions.This article provides high school chemistry teachers with the materials they need to make full use of the curriculum thinking elements in the textbook to enrich chemistry classroom teaching.Finally,curriculum thinking is a long-term process that requires continuous exploration and practice,and requires teachers and students to explore and progress together.Teachers should do the following when exploring and implementing Curriculum Civic Education: firstly,choose the best of the best and target;secondly,keep abreast of the times and develop innovation;thirdly,set an example and improve the quality.Students should do: firstly,pre-study before class and read independently;secondly,think diligently and practice actively.This study concludes that based on the textual analysis of the old and new textbooks and the comparative analysis of the Civic and Political elements,teachers can update their own teaching procedures by conducting course Civic and Political education through social news or cultural allusions in the content of permeable Civic and Political elements and appropriate presentation positions,thus increasing the interest of professional courses and promoting the dissemination of scientific spirit,building national self-confidence,enhancing social responsibility and improving comprehensive quality of students.