Research On The Consistency Between Textbook And Curriculum Standards Based On Core Literacy

Since the 1980 s,countries all over the world have carried out education reform movement based on standards in order to improve the quality of education.With the orientation of the national college entrance examination and the cancellation of the curriculum evaluation standards,it is becoming more and more prominent as the basis of the national college entrance examination.In 2018,the Ministry of Education issued a new generation of chemistry curriculum standards for senior high schools(2017 Edition),aiming at the core quality of the discipline,and all links of education have been adjusted accordingly.The new textbook compiled according to the curriculum standards is gradually put into use.It is the concrete embodiment of the curriculum standards and affects the development of curriculum and teaching work.Its consistency with the curriculum objectives is particularly important.Through literature reading and sorting,it is found that scholars have carried out research and Analysis on the consistency between textbooks and curriculum standards,but there are few cases to study the consistency between textbooks and curriculum standards from the perspective of chemical core literacy.Therefore,this paper takes topic 5(microstructure and material diversity)of Volume 1 of senior high school chemistry compulsory textbook published by Jiangsu Education Press as the research object,selects SEC analysis model,simplified ism method and content analysis method,and makes quantitative and qualitative analysis on the consistency between the literacy objectives presented in the textbook,the literacy objectives presented in the logical structure and the presentation mode of the textbook and the curriculum standard,so as to enrich the research experience of consistency,In order to make suggestions for textbook compilation and teaching.The conclusions are as follows:(1)quantitative research shows that there is no statistical consistency between textbooks and curriculum standards in the proportion of literacy objectives,topic 5 literacy and level show obvious directivity,and pay attention to "macro identification and micro analysis" and "evidence reasoning and model cognition";(2)The literacy level presented by the logical structure of textbooks is consistent with the curriculum standards.The literacy level presented by the logical structure of textbooks increases from low level to high level with the increase of knowledge level;(3)The presentation of textbooks is intended to promote the development of students’ chemistry core literacy and maintain the consistency with the curriculum standards.Based on the research conclusions,the following suggestions are put forward.In terms of textbooks:(1)improve the proportion of literacy that does not meet the requirements of curriculum standards,especially the proportion of literacy of "scientific exploration and innovation consciousness";(2)Integrate unit content and optimize the arrangement and presentation of textbook knowledge.In terms of teaching:(1)teachers should understand the curriculum standards,find out the orientation of literacy goals,and strive to achieve accurate teaching;(2)Design the teaching based on the literacy goal of the curriculum standard to make up for the literacy vacancy that does not meet the requirements of the curriculum standard;(3)Teaching should pay attention to the systematization of students’ knowledge and give conditions for the development of literacy;(4)Add student-oriented teaching activities to change students’ learning methods.