| With the development of the new curriculum reform,our country has started the reform of the new college entrance examination,promulgated the new curriculum standards of high school chemistry,and subsequently published a new textbook of high school chemistry written according to the new curriculum standards,and has been promoted and used throughout the country.How about the quality of the new textbooks?What are the differences in every respect? It is urgent to discuss.The difficulty of textbooks is an important criterion to evaluate the quality of textbooks,which is also closely related to teachers’ teaching and students’ learning.At present,the existing researches mainly analyze the new textbooks from the qualitative Angle such as instructional design,and few compare the difficulty of new textbooks from the quantitative Angle with the help of evaluation tools.Therefore,at the critical moment when the new and old textbooks are used alternately,studying the learning difficulty of the new textbooks and analyzing the advantages and characteristics of the new textbooks is conducive to deepening teachers’ knowledge and understanding of the new textbooks,providing reference for the compilation of future textbooks and promoting the high-quality development of the new curriculum reform.By combing and analyzing the general situation of domestic and foreign studies on textbook difficulty and combining with our educational practice,the content,purpose,significance and methods of research are determined.This study takes the relevant content of the compulsory content "Chemical Reactions and Energy" as the research object.With the help of Dr.Chen Yan’s "Chemistry Textbook Learning Difficulty Assessment Tool",the difficulty assessment and comparative study of the three new textbooks,namely,the humanistic edition,the Lu Edition and the Su Edition,are conducted from three dimensions: text content,text organization and text representation.The study found that,from the perspective of overall difficulty,the difficulty value of Luke version is the highest,followed by Su version,and finally Ren version.Specifically,each edition of the textbook has different difficulty characteristics:(1)the text content of the humanistic edition is relatively low in difficulty,the text organization is relatively high in difficulty,and the text representation is moderately difficult;(2)The text content of Luke Edition is more difficult,the text organization is more difficult,and the text representation is less difficult;(3)The text content difficulty of Su Edition is medium,the text organization difficulty is low,and the text representation difficulty is high.Then it further analyzes the reasons for the difficulty performance of each textbook.Finally,based on the comparative study results of the three editions of the new textbooks,the author puts forward some suggestions for the compilation of textbooks:(1)enrich the language expression and increase the character affinity;(2)Pay attention to the combination of three representations and implement the core quality of the discipline;(3)Clarify the learning objectives of chapter units and guide the learning direction.According to the difficulty characteristics of each version of textbooks,the author puts forward some suggestions on the use and teaching of new textbooks for front-line teachers:(1)skillfully create situations to improve the core literacy of the subject;(2)Integrate all versions of teaching materials and flexibly change teaching content;(3)Activate the knowledge connection before and after,and strengthen the original knowledge structure.Due to the limitations of time and personal ability,there are still some problems in this paper,such as insufficient research scope and subjectivity in difficulty assessment and analysis.Subsequent studies can further expand the research object and supplement the dimension of difficulty analysis so as to improve the existing difficulty assessment tools and evaluate the textbooks more objectively and comprehensively. |
PDF Full Text Request