An Empirical Study On Evaluation Index System Of High School Chemistry Textbooks

With the implementation of the eighth curriculum reform and the decentralization of curriculum right, various versions of the chemistry textbooks have begun to emerge. In the face of variety of chemical teaching materials, how should teachers choose? How to deal with the relationship of scheduled curriculum and emergent curriculum? It is necessary that the standard of screening and evaluating teaching materials should be explored and a scientific and reasonable standard system of teaching materials evaluation should be built. And now, it is not yet mature and systematic in the aspect of teaching materials evaluation. The research about chemical teaching materials evaluation is only in its infancy and the research of the evaluation index system of chemical teaching materials is rare. Moreover, because of regional differences, such as economic and educational development is uneven when the northwest compared with southeast regions and textbook writers are mostly from the eastern region under the chemistry curriculum standard, etc. All of these characteristics impact the function of various versions of chemical teaching materials in the northwest region to a large extent. Furthermore, professional knowledge of teaching material evaluation become a important part of teachers'professional literacy because of the decentralization of curriculum right, the advocation of school-based curriculum by state and the idea "Teaching with textbooks rather than teaching textbooks" by the new curriculum. It is necessary that teachers own the ability of professional teaching material evaluation, which is essential for teachers to use teaching materials, select the content of teaching materials and even compile teaching materials.So chemistry teachers are urgent for models and methods of teaching materials evaluation and selection to build in order to promoting their professional leval about curriculum and science literacy.This study attempt to constructing the evaluational index system of chemical teaching material in middle school through methods of surveys, literature, mathematical statistics, logical analysis and expert ordering based on a wide range of evaluation theory of teaching materials from home and abroad. First of all, the evaluational index screening tables of chemical teaching material in middle school are issued, reclaimed and analysed to determine the main indexs of teaching material evaluation; Secondly, the evaluational index weight tables of chemical teaching material in middle school are issued to determine the weight of every indexs; Finally, the evaluational index system of chemical teaching material in middle school will be established. Then they will be issued in all sample high middl school and the score of the various versions of teaching materials will be determined by calculating to find the highest score version which will give theory basis for screening and evaluating chemical teaching material in the northwest region. In the end, some suggestions will be offered for compiling chemistry teching materials in high middle school in the northwest region by the evaluation and analysis about chemistry teching materials in high middle school.There are some conclusions in the end:first, the process of building the evaluational index system of chemical teaching material in middle school is offered based on summarization the previous theory and experience; secondly, the evaluational index system of chemical teaching material in middle school is built and the weight all indexs are determined; thirdly, three versions of chemical teaching materials in high middle school are evaluated with this system and the result show that all three editions gain the majority of teachers' acception and can adapt to high middle school teaching in the northwest region. However, there is still some room for improvement. In conclusions and reconmmendations chapter, two suggestions are given:in the first place, social mechanism of teaching material evaluation and the criteria of chemistry textbook evaluation should be established and determined respectively; second, the adaption of chemistry textbook in the northwest region should be improved.Due to constraints of time and personal ability and experience, there are still many problems while it gains some success in this study. For instance, is experts' experience enough when the weight of index is determined? How can the infuluence of index content for weight reflect? What are the criteria when chemical teaching materials are evaluated? How to evaluate those distinctive chemical teaching materials? Why put the evaluation indexs into two or three classes? These are practical problems for curriculum reform and development and need the tireless efforts of teaching material evaluation researchers to resolve in the future.