A Comparative Study Of The New And Old High School Chemistry Textbooks Under The Background Of Subject Core Accomplishment

In 2013,the Ministry of Education launched the revision of chemistry curriculum standards for ordinary senior high schools,and the textbooks had also undergone great changes.Getting familiar with the new textbooks and mastering the core concept of the new curriculum standard are the problems and challenges faced by the front-line teachers in middle schools.Based on the familiarity with the old textbooks and the research on the new textbooks,the author find out the changes of the new textbook(2019 edition)and the old textbook(2007 edition),as well as the core concepts of the new curriculum standards embodied in the changes.What’s more,the author provides some views and suggestions on the curriculum teaching to be practiced,with a view to give you some inspirations.First of all,the contents of the compulsory senior high school chemistry textbooks published by the New and Old People’s Education Press are compared.The differences between chemical experiments,substances and their changes,inorganic element compounds,material structure basis,chemical reaction and energy,organic compounds,chemistry and sustainable development were analyzed mainly from the three aspects of content selection,arrangement and presentation.It is concluded that the selection of the content in the new textbook pays more attention to the leading role of concepts and the cultivation of core quality of chemistry.Secondly,the characteristic contents of scientific inquiry,chemical experiment and chemical history in the compulsory senior high school chemistry textbooks of the New and Old People’s Education Press were selected for comparison.Specific examples were used to illustrate that the part of STSE(Science、Technology、Society、Environment)inquiry and scientific history in the new textbooks had increased,which reflected the close relationship between chemistry,science and technology,society and environment,so that students could establish the idea of rational application of chemical technology by human beings,learn the rigorous and realistic attitude of scientists,and be brave in innovation.Finally,the specific embodiment of the new textbooks on the cultivation of students’ core literacy in chemistry discipline is extracted.Combining the educational concept of the new curriculum standard,the author puts forward the following suggestions for front-line teachers’ teaching and students’ learning: 1.Front-line teachers should constantly improve their knowledge reserves and cultural literacy,be brave to explore and strengthen the sense of self-development,improve the knowledge system and promote literacy education.2.Students should understand the purpose of the new curriculum reform correctly and find ways to adapt to the new curriculum reform as soon as possible.Through comparative study,the following conclusions are drawn:1.The column design in the old version of the textbook is lack of richness,while the columns in the new version are colorful,which can give more choices to the teaching design.2.Compared with the old textbooks,the contents of the new textbooks are presented in a more diversified way and closely integrated with the social focus,green ecology and scientific and technological frontier.It provides an opportunity to build an efficient chemistry classroom.To some extent,it reduces the learning burden of students’,highlights the improvement of students’ key abilities and comprehensive qualities,and becomes a pillar of social progress.