A Comparative Study On The Attributes Of High School Chemistry Textbooks Based On Effective Teaching

Under the guidance of the Curriculum Standards(2017 Edition),authors of different versions of the textbooks have rewritten high school chemistry textbooks.On the premise of not violating the educational concepts and requirements of the new curriculum standards,editors can choose appropriate teaching content and arrangement methods according to their own understanding of the curriculum standards,so there will be differences in the selection,organization and presentation of content in different versions of textbooks.Textbooks are the main basis for teachers to design teaching,and how front-line teachers can use their characteristics and differences to organize teaching and improve teaching effect are the problems that need to be discussed constantly.Through the analysis of the evaluation of high school chemistry textbooks,the comparison of high school chemistry textbooks and the literature related to effective teaching,the author found that: In the existing researches,the evaluation of textbooks is mainly carried out from the aspect of textbook attributes,and the evaluation of textbook attributes mainly focuses on the content attributes of textbooks,that is,analyzing the content characteristics of textbooks only from the perspective of static text,while ignoring the textbook as the main basis in the teaching process in general and its guiding role in the teaching process.Secondly,through the analysis of the comparative study of high school chemistry textbooks,it is found that the horizontal comparison between different versions of high school chemistry textbooks in the same period mainly focuses on the comparison between old versions of high school chemistry textbooks,while the number of horizontal comparison studies between new high school chemistry textbooks is relatively small.Finally,through the analysis of relevant research on effective teaching,it is found that the factors affecting effective teaching in the teaching system are undoubtedly inseparable from an important element,namely textbooks.However,through the analysis of relevant research on effective teaching of chemistry in high school,the author finds that there is no research to evaluate textbooks from the perspective of effective teaching.Therefore,this paper decided to evaluate and compare the attributes of high school chemistry textbooks from the perspective of effective teaching,and then put forward some suggestions on the compilation and use of high school chemistry textbooks.First of all,based on the theoretical basis of effective teaching,the requirements of curriculum standards and the analysis indicators of textbook attributes in the existing studies,this study constructed a high school chemistry textbook attribute analysis model.The steps are as follows: first,according to the views of professors Ding Chaopeng and Shi Ou and Bruner’s structuralism teaching theory,two first-level dimensions of the model are determined: content attribute and teaching attribute;Secondly,according to Professor Bi Hualin’s division of the first-level dimensions of content attribute and the constructivism learning theory,the second-level dimensions of content attribute are determined as content selection,content organization and content presentation,and then the third-level dimensions of content attribute analysis are determined according to Zheng Changlong’s analysis of textbook organization and the cognitive structure assimilation theory and constructivism theory of Auzubel.The division of the secondary dimensions of teaching attributes mainly refers to the evaluation model of teaching attributes of physics textbooks constructed by Dr.Li Jia,and then determines the tertiary dimensions and evaluation indexes of teaching attributes analysis based on Bloom’s educational objective classification theory,Zenkov’s developmental teaching theory,learning evaluation theory and the analysis of teaching attributes in existing studies.Then,based on the constructed evaluation model,the author takes the subject of elements and their compounds as an example to compare and analyze the attributes of the human education edition and the Luke edition of high school chemistry textbooks.Through the combination of quantitative analysis and qualitative analysis,the author obtains the characteristics of the two textbooks in effective teaching:(1)Both textbooks are conducive to the implementation of the integration of teaching evaluation;(2)Teaching textbooks pay attention to guide students’ learning process,infiltration method in knowledge;(3)Luke Edition textbooks pay attention to the advocacy of discovery learning,with knowledge as the carrier to build methods.Finally,based on the research results and conclusions of this paper,the author puts forward suggestions for the compilation and use of textbooks.The suggestions for textbook writers are as follows:(1)Clarify teaching objectives and promote the implementation of integrated teaching evaluation;(2)Enrich the presentation of content and enhance the pleasure of textbooks.The suggestions for teachers are as follows:(1)adjust the content of textbooks flexibly to promote the development of students of different academic levels;(2)The teaching organization pays attention to the context and promotes students to understand knowledge from multiple perspectives;(3)Enrich the presentation form of content and reduce the difficulty of students’ knowledge understanding.