A Study On The Concept Map In The High School Chemistry Textbook (Compulsory)

The new requirements on textbooks were proposed in "Basic Education Curriculum Reform (Trial)":"The textbook should contribute to guiding students to explore the occurrence and development of new knowledge with their original knowledge and experience. The content of the textbook should meet the requirements of curriculum standard, reflect the characters of the development of students from physical and mental sides, and reflect the needs of society, politics, economy, science and technology. In order to promote implementation of the scientific inquiry, the presentation of knowledge should be lovely and diverse. According to the needs of students, useful suggestion about observation, experiment, operation, investigation and discussion should be put forward." Textbooks play an important role in curriculum. It is the main tool for teachers and students in the process of teaching and learning. In recent years, the concept map gets more and more attention, and in turns, its role and status are gradually accepted by the public as time goes on and the in-depth study. Although there are a lot of the studies on high school chemistry textbook, the studies on the concept map in high school chemistry textbook are rare. Concept maps play an important role in chemistry textbook, students are short of suitable study method. Therefore, the study about concept map in high school chemistry textbook is of great value.In this thesis, some methods, such as, literature analysis, questionnaire,and statistics are used for the study on concept map in high school chemistry textbook. This thesis includes five chapters:In chapter one, introduction, the background, research status at home and abroad, research tasks and methods, and well as the purpose and meaning are included.In chapter two, the theoretical basis of this study is introduced. In this chapter, two kinds of contents are included:the introduction about concept map and the theoretical basis of concept map. The first part is mainly about the definition of concept, basic structure, classification, production process, production method and evaluation, and so on. The second part is mainly about discussion on some theory of the concept as well as its theoretical support, for example, Ausube’ meaning leaning theory, Piagte’schema learning theory, Bruner’ cognitive structure learning theory and the constructive theory.In chapter three, the concept maps in current PEP high school chemistry textbook compulsory were studied, mainly about the number, the level and the location in chemistry textbook. Then the exploration and discussion on concept maps, then designed two concept maps about "the amount of substance" and "the oxidation and reduction reaction", they are simple but suitable for high school students.In chapter four, the recommendations to the preparation of textbooks. The feasibility, effectiveness and principles of increasing the number of concept maps in high school chemistry textbooks, and the new amendments are suggested. The advantages of concept map exactly correspond to the characteristic of high school chemistry knowledge. At the same time, the concept map gets a good impression on students. All of those guarantee the feasibility and effectiveness of the increasing contents of concept map in high school chemistry textbooks. In order to solve these problems, some suggestions are proposed:according to certain principles increase the number of concept map in the textbook; add study guides of concept map in compulsory chemistry textbook 1 and ask students to draw some concept map in the exercise.In the last chapter:In order to inspire more follow-up studies about this study in the future, the results and the outlook were summarized.