The Comparison Research On Textbooks About Senior High School Chemistry,New University Chemistry And Inorganic Chemistry

3 The new curricular reform in senior high schools will be extending to use before 2010. It definitely brings a series of influence on the university chemistry teaching. This change certainly worth us thinking carefully and make a further study. The chemistry course standard changes a lot, the textbook of senior high school also changed, the teaching points of contents into depth and difficulty also changed. It's quite necessary and urgent to take a systematic study, further more, it also has realistic meaningful to deep the present Basic Education Reform and college chemistry teaching reform. The comparison results of two different teaching levels would play a important instruction role in the college chemistry teacher's teaching.This research mainly carries on from two aspects: firstly from the teaching material surface structure and a teaching material knowledge angle, carries on the high school chemistry and the university chemistry teaching material comparison, the main purpose is analyze the senior high school teaching materials and the university material in structure difference and the relation. For the contents involves in textbooks, getting to know the student grasps the degree in what and how much they have learned in the senior high school stage. Secondly we take a questionnaire survey research to the freshmen; from the practice level understood the students choose which books to learn as well as some questions which possibly appear in the study process.In literature summary part, we collected people's some views from teaching material function and teaching material structure aspect. We take"chemistry teaching material comparison"and"the teaching material links up"as the key word search in the Chinese periodical net, the retrieval result discovered the related research basically all pauses in the identical study section research, has not seen has the high school and the university teaching material comparison research. In the third chapter, we firstly carry on the overall analysis from the whole to the high school chemistry curriculum. The senior high school chemistry curriculum is carries on the establishment according to the module, including two compulsory modules and six elective modules. As the following, we introduced the module function localization and the module subject two aspects separately. At the same time, we also simply introduced the New University Chemistry and the Inorganic Chemistry teaching materials characteristic as well as the content composition.In the forth and fifth chapters, we mainly carry on the contrast analysis from knowledge angles to the senior high school chemistry, New University Chemistry and the Inorganic Chemistry teaching materials. According to teaching materials knowledge relations, we divide the knowledge spot into two kinds: altogether have and unique contents, respectively lists by the form. For the contents which both teaching materials altogether had, in order to enhance the perceptual knowledge, we specifically contrast in the different teaching material introduction situation. Combing the union comparison content and the following questionnaire survey results, we discovered that in the senior high school stage, most school take the chemical reaction principle, material structure and nature, the Inorganic Chemistry foundation as compulsory textbooks. Among them, chemical reaction principle, the material structure and nature two books had a big relevance to the two sets of universities chemistries teaching materials. The senior high school stage's correlation teaching materials studying has laid on a good foundation for the student's further study in the university stage.In the sixth chapter, we use the SPSS 13.0 society statistics software to analyses the questionnaire investigation condition. The result analyzes indicated that the different study way and method between middle school and university stage play a important role in they university study. The university studies duty heavily, class hour few, the teaching information content is too much, the best mean of solving this question is teaching them the science study method, guiding them to realize the high school and university's smooth transition. Most students think the university chemistry experiment quantity is appropriate; nearly half of them are willing to take experiments which can solve the practical life problems.In this article's conclusion part, we put forward several proposals to the university chemistry teaching. Because of the time and the condition limit, our research localization only is restricted in a knowledge points analysis, has the problem regarding the concrete teaching practice in not to do thoroughly studies, for example, how much does the experimental plot students accept the situation of the chemistry curriculum content knowledge? Whether the curriculum content does conform to student's cognition development? Regarding these questions, I think this need a deeper research in our research foundation, thus the development which reforms for the high school chemistry curriculum reform and the university chemistry curriculum provides the beneficial model.