A Comparative Study On The Experiments Of New And Old Textbooks Of Chemistry In Senior High Schools And The Development Of Teaching Case

In the face of the "three new" reform of the new curriculum,new teaching materials and new college entrance examination,how to deeply understand the new curriculum concept,better grasp the breadth and depth of teaching knowledge,and give full play to the educational value of the new teaching materials to carry out education and teaching work is a topic that every teacher needs to think and study together.Comparative study on the content,columns,arrangement and functions of the old and new textbooks is the most effective way to make a smooth transition between the use of the old and new textbooks and give full play to the effectiveness of chemistry teaching.This study focuses on the experimental part of "common inorganic substances and their applications",adopts literature research method,content analysis method,comparative research method and case study method to compare the 2007 humanistic Education Edition high school chemistry textbook with the 2019 Humanistic Education edition high school chemistry textbook,and selects "transformation of sulfur-containing substances with different valence states" for experimental teaching case development.Based on the results of comparative study and teaching practice,this paper puts forward some suggestions on the implementation of new textbook experiment teaching.This paper is divided into six parts.The first part is the introduction,which expounds the research background,the definition of core concepts,the research status of textbook comparison and experimental comparison at home and abroad,the research purpose and significance,as well as the research ideas and methods.The second part is the comparison of the new and old curriculum standard "common inorganic substances and their applications",from four aspects of compulsory course structure,content requirements,teaching prompts and experimental requirements.The third part compares the experiment of "Common inorganic substances and their application" in the old and new textbooks from two aspects of formal structure and functional structure.In the fourth part,the experimental teaching case of "transformation of sulfur-containing substances in different valence states" was developed and designed,and the teaching was evaluated through questionnaire survey and time-limited synchronous detection.The fifth part is the implementation suggestion of the new textbook experiment teaching.The sixth part is the conclusion and prospect.By comparing found the following conclusion: the content requirements of the new course standard are more detailed and comprehensive;Suggestions for activities and inquiry are clearer and more detailed,and teaching strategies and must-do experiments for students are added;More attention is paid to chemical experiments and "students must do experiments" is set as the bottom line of experimental teaching.The new textbook has richer and more detailed experimental sections,and new columns have been added to "Experimental Activities" and "Science,Technology,and Society",but traditional experiments are still the main part of the experimental section.In terms of the number of experiments,the number of experiments in the new textbook has increased significantly,and the new experiments are mainly concentrated on "non-metals and their compounds".In terms of experimental content,most of the experiments in the old and new textbooks focus on metals,nonmetals and their compounds,and the new textbooks have added or decreased some experiments,weakening the experimental requirements for aluminum,silicon and their compounds,and increasing the experimental requirements for iron,chlorine,sulfur,nitrogen and their compounds.In terms of arrangement order,the old textbooks pay more attention to the logical order of knowledge,while the new textbooks pay more attention to the cognitive order of students,reflecting the characteristics of "separation but not scattered,scattered but not chaotic" in the elements and compounds.The number of experimental illustrations in the new textbook is increased,and the forms of illustrations are more abundant.The pictures are more clear and beautiful,both scientific and interesting.In terms of the embodiment of the core accomplishment of chemistry,the new textbook experiment pays more attention to the cultivation of students’ core accomplishment of chemistry,especially the development of students’ consciousness of safety,spirit of inquiry,consciousness of innovation and scientific attitude.The teaching evaluation results show that the students who use group experiment have a more positive cognitive attitude towards chemical experiment,have a higher degree of knowledge mastery,and are more able to think critically about experimental phenomena and conclusions.Based on the results of comparative study and teaching practice,it is suggested that when using new textbooks to carry out experimental teaching,we should formulate literacy objectives scientifically and fully consider the characteristics of teaching content and students’ reality.Excavate the function of experimental column,make effective use of the new curriculum standard and new textbook resources;Attach importance to the whole association of knowledge,combined with the old textbook knowledge plate supplement summary;Connect with the reality of production and life,create real problem situation;Advocate students’ independent experiments and carry out high-level experimental inquiry;Build the ladder of questions step by step to promote the transformation of students’ learning style.