The Research On Redevelopment Of Chemistry Textbook Based On Presupposition And Generation

The "General High School Chemistry Curriculum Standard(2017 Edition)" proposes "Based on the needs of students to adapt to modern life and future development,give full play to the function of the chemistry curriculum as a whole,and build a high school chemistry curriculum goal system that comprehensively develops students’ core literacy of chemistry.".The secondary development of chemistry textbooks generally includes three-dimensional dialogues between teachers and textbooks,teachers and students,and textbooks and students.In actual teaching,the dialogues between teachers and students and between textbooks and students are sometimes easily overlooked.Dynamically generated various questions.Only teachers pay more attention to the generated resources in the classroom,instead of focusing only on "presuppositions",and truly take students’ ideas into the consideration of "secondary development of teaching materials",return the classroom to students,and combine "presuppositions" "And Generation" deeply interprets chemistry textbooks,truly realizes the dialogue between teachers and textbooks,teachers and students,textbooks and students,and forms an equal and free classroom teaching environment.Combining the collected cases and practice listening records,combined with relevant theories,this paper puts forward the principles of secondary development of chemistry textbooks based on presupposition and generation: taking curriculum standards as the guide;taking the real situation as the carrier;taking the dialectical relationship between presupposition and generation as the cornerstone;To promote the development of students as the goal.Guided by the above four principles,the implementation strategy of the secondary development of chemistry textbooks based on presupposition and generation is proposed.Based on the proposed principles and implementation strategies,I have carried out the secondary development and teaching practice of the two parts of "Ionic Bonds" and "Chemical Reaction and Energy" in the compulsory textbook of the new version of the Pedagogical Edition,and formed cases for the reference of front-line teachers.Finally,I conduct interviews with teachers and students,and analyze the effect of teaching practice based on the interviews,and draw the following conclusions:(1)The secondary development of chemistry textbooks based on presupposition and generation has certain feasibility.(2)The secondary development of chemistry textbooks based on presupposition and generation can realize a virtuous circle of "promoting learning by teaching" and "promoting teaching by learning".(3)The secondary development of chemistry textbooks based on presupposition and generation is conducive to promoting students’ interest in learning and awakening students’ subject consciousness.(4)The secondary development of chemistry textbooks based on presupposition and generation can promote teachers to improve their professional abilities.