Research On The Changes Of Elements Compounds In High School Chemistry Textbooks Since Founding Of New China

This study selected 10 sets of target textbooks since the founding of the People’s Republic of China,from the macro,middle and micro-three levels in the textbooks,clarified and summarized the evolution of the contents of the elements compound in China since the National Chemistry in China since the founding of the People’s Republic of my country.Characteristics,rational analysis,revealing the profound impact of social ideology and political factors in each time,thus demonstrating the revelation,in order to provide historical experience for the future compilation of my country’s high school chemistry textbooks,and provide a reference for teachers to carry out the teaching element compounds are suggested.Through the study,the changes in the elemental compound part are subject to the double impact of external factors such as social ideology,politics,and the internal factors such as curriculum reform,students’ needs,showing the following characteristics:Monitoring mode changes in change events "Simple-Site → Concentrated-Insert →Concept-Guidance → Permeation-Melody → Typical-Embedded" evolution history;Textbook length ratio of the overall decline,the length of the overall length proportion accounted for about 35% of the overall textbooks around;Knowledge of the order from "the concept of comprehensive elements" to "the concept of typical group elements" turn to "the concept of typical elements",knowledge point the overall decline in number of waves;Illustration by evolve into black and white color,rich types,and increasing increasingly highlight times;Experiment column type gradually rich,in great changes of position in the textbooks also,experimental types increase gradually,the number in the twists and turns;Exercises in the textbook position by the "after" to "before",from "concentration" to "spread",the types and features of diversified gradually,overall assumes the line type.Further analysis found that alkali metal,for example,its content changes experienced by Jane to numerous to fine course,reducing redundancy,in a typical Elements as the main line,knowledge capacity greatly reduced;The compiling method of different textbooks on the same knowledge each has its own characteristics;The teacher held positive attitudes to the evaluation of alkali metal content changes.Therefore,it is concluded that the following enlightenment: Textbook writing to stick to the test and research;Selection should reflect the content of the textbook,content rendering should be combined with the core literacy;Teacher teaching should strengthen the element compounds with basic theoretical knowledge;Teachers should attach importance to knowledge and the cultivation of the students’ ability,as a good "guide" and "facilitator" role.