Comparative Research On Content Attributes For Three New Sets Of High School Chemistry Textbooks(Compulsory Module)

Entering the 21st century, the rapid development of knowledge economy,makes the world are aware of the importance of basic education, education curriculum reform bases in succession of a chapter. High school chemistry course in the basic education plays a very important role in improving students' scientific literacy and promoting the development in an all-round way.In 2001, China promulgated by the ministry of basic education curriculum reform, marks the reform of basic education curriculum reform official start. Teaching material is the carrier of course implementation, curriculum reform is accompanied by compiling teaching materials. The outline points out:Textbook reform should be advantageous to guide students using their own knowledges and experiences, initiatively exploring the occurrence and development of the knowledge, also should be helpful for teachers to carry on the teaching creative. In 2003 promulgated "ordinary high school chemistry curriculum standard (tests) (hereinafter referred to as curriculum standard) clearly puts:High school chemistry textbook compilation must foundation education curriculum reform and high school chemistry curriculum standard, aiming to enhance the students' scientific literacy and lifelong learning ability, it would to help students to master basic knowledge, chemical basic skills and basic methods.to understand the nature of science,the relations of science, technology and social. Improving the ability of comprehensive use of chemical knowledge solution actual problems. At present, under the background of the new curriculum, "a standard much books" instead of the traditional "a outline a book", under the course standard, The high school curriculum standard of new chemistry courses have already scaled and used in the nationwide.All versions of textbooks presenting a "one hundred schools of thought contend" flourishing. How are these versions of the teaching material in the knowledge content aspect designed and written? And the content of the course standard meshes? what features in reflecting the course standard?These are all problems which urgenting needed to solve.our country is using three sets of high school chemistry experimental teaching material of new curriculum at present,these are:issuing of ordinary high school curriculum standard experimental textbooks:Chemistry (required) "(chemical 1, chemical 2) are pressed by People's education in March 2007, which are editored by SongXinQi; issuing of ordinary high school curriculum standard experimental textbooks:Chemistry (required) "(chemical 1, chemical 2) arepressed by Jiangsu education in June 2007,which are editored by WangZuHao; issuing of ordinary high school curriculum standard experimental textbooks-.Chemistry (required) "(chemical1, chemical 2) are pressed by Shandong science and technology in July 2007,which are editored by wanglei.Based on the above considerations, This article will compare the attributeson the three sets of high school chemistry experimental teaching material (new curriculum content of compulsory module) Compareing and analyzing in turn from the content choice, content structure, content to present the way, the content degree of difficulty of the five levels, and problem.According to the attributing of comparative studies in the different versions of the high school chemistry experimental teaching material (new curriculum content of compulsory module), Summaring the different structures of the knowledge content arrangements. Looking for the features of teaching material contents,construction.It can provide some reference for new teaching material,compiling. and are greatly preparated for the compiled of high school chemistry experimental teaching material of new curriculum in future.