Research On Evaluation Of Chemical Teaching Material Based On Concept Map

Studies have shown that it is similar to the structure of the concept when the human brain organizing the knowledge, because they both are conducted according to certain hierarchy. If the text can be in the form of concept map that its hierarchical structure will be more clear, and its’proposition and concept will be more clear and easy to understand. This will reduce the reading difficulty when students read, and it can be more helpful to student’s meaningful learning.Evaluation teaching materials generally divided into two aspects. One is the research of the teaching materials’nature sand properties; the other is the study of teaching evaluation index and method. In the second aspect, some studies is to review the selection materials, some research is in order to optimize the teaching. The research of making concept map as an evaluation tool to optimize the teaching has not discussed in domestic that in the area of different version’textbook of the same chemistry curriculum standards.Therefore, from the perspective of concept maps software CmapTools5.05, constructed concepts maps for text content on concept of "amount of substance" in three different versions’chemical textbooks. Quantitative and qualitative analyzed and compared on concept maps of content breadth, degree of division of knowledge and reading difficulty. From the perspective of curriculum theory, we can infer that the five different versions of the same knowledge in different curriculum structure offer a wider field of vision and choices for teachers’ teaching.In this paper, the research contents can be roughly fall into three parts:preface, text and research conclusion.The first part(chapter1:introduction):combing the teaching evaluation and study of concept map status quo at home and abroad, and on this basis, determine the research content of this study, the research tools (Camptools5.05) and research purpose and meaning.The second part (chapter2-4:body):chapter2is the theoretical basis of this study, including core concept (textbook evaluation, concept map) the definition and teaching evaluation and the concept map related education theory; chapter3for teaching evaluation tool and the determination of evaluation index; chapter4is the main content of this research, is divided into four parts. Firstly, we construct concept maps for text content on concept of "amount of substance" in three different versions’ chemical textbook. Quantitative and qualitative analyzed and compared on concept maps of content breadth, degree of division of knowledge and reading difficulty; Secondly, The comparison of3version textbooks’central concept and the degree of narrative; thirdly, The comparison of3version textbooks’structure concept maps; fourthly, The comparison of3version textbooks on amount-of-substance concentration’s content rendering process.The third part(chapter5:conclusion):this chapter is combined with the second part of the data and further analysis of these four points in three versions textbook overall evaluation results.Through quantitative and qualitative data and graph analysis on the textbook, we found that three version teaching material in the "amount of substance" relevant knowledge on the arrangement of each have characteristics. The text reading teaching material quality of Jiangsu education press’s textbook is best, reading difficulty minimum, content breadth relatively moderate, content arrangement and learning situation presents relative to the most reasonable. The evaluation of the teaching materials can help teachers choosing the appropriate teaching materials and help the development of their own professional ability.at the same time, proposed the deficiency in the process of this study, and further research should be pay attention to the problem.