Teaching Research Based On The Comparison Of Middle School New And Old Chemistry Textbooks’ Learning Difficulty

With the issue of The New Curriculum Standards (2011 edition), junior chemical PEP 2012 edition of "Compulsory Textbook Chemistry (the ninth grade, volume 1&2)" (The New Textbook for short), lots of adjustments can be seen to adapt to the curriculum reform on the basis of the 2001 edition of " Compulsory Curriculum Standard Textbook (the ninth grade, lower) "(referred to The Old Textbook). Compared with the old textbook, how are the the new principles and recommendations implemented in the new textbook? Are these changes in line with the new curriculum standards? Facing these changes of the new textbook, what teaching strategies should be taken by teachers? How should teaching methods be adjusted? These issues need to be resolved. However, the new textbooks was used for two or three years, the related study and research is less. Therefore, it’s necessary to study the leaning difficulty differences between the new junior chemistry text book and the old one.The first step of the study’s core, we applied the Chemistry Textbook Learning Difficulty Evaluation System established by Dr. Chen Yan from East China Normal University to conduct a comparative study of learning difficulties between the new textbook and the old one in the second chapter "the air around us". By studying the following conclusions:the overall learning difficulty of the new textbook’s chapter is 3.86 points, the old version is 4.85 points, the learning difficulty of the new textbook’s the chapter is lower than the old version. therefore, Author’s human factors is also important factor to affect the textbook learning difficulty.The second of the study, We make the analysis of the causes of the conclusion:On the one hand, the curriculum standard is textbook’s writing guidelines and evaluation basis, the textbook is the main carrier of the curriculum standards, the choice of textbook content should accord with the requirement of curriculum standard, so the learning difficulty of textbooks, to a great extent, is determined by the difficulty of the contents of the textbooks, the content is the curriculum standard requirement. On the other hand, the textbook is a re creation and re organization of curriculum standard, due to different writers have different point of view, choose a different presentation and image system in the preparation of textbooks, resulting in different versions textbooks of text organization difficulty and text characterization difficulty are different.The third step of this study, according to the conclusion of comparative study and the cause analysis, the requirements of the new curriculum standard and the new textbook learning difficulty characteristics, gives Suggestions for the writing of the textbook:in the aspect of text, attention should be paid to the selection of chemical knowledge content;In the aspect of text organization, to improve the knowledge system of logic and leading; In the aspect of text representation, improve affinity and multiple representation type diversity.The last step of this study, according to the conclusion of comparative study and analysis, the new curriculum standard requirements and characteristics of the new textbook learning difficulty, for chemistry teachers to use and deal with the new textbooks put forward the following teaching strategies:on the one hand, according to the characteristics of knowledge abstraction degree learning difficulty teaching strategies:the concept and theory of knowledge teaching, take "guided discovery method" is given priority to with experiment;Chemical calculation of chemical terms, such as teaching, use "speak in combination with practice*; The teaching of element compounds knowledge, using "talking and experimental method. On the other hand, according to the characteristics of the knowledge degree of quantitative study difficulty of teaching strategy:to read classic teaching strategy of chemistry history, let students understand the importance of quantitative thought;To open a semi-quantitative demonstration experiment teaching strategies, seepage quantity education, deepen students’understanding of quantitative thinking and application.