The Comparative Study Of The "Macro-Micro-Symbolic" Thinking Mode In The Three Editions Of High School Chemistry Textbooks With The Compulsory 1 And Compulsory As An Example

The "Macro-Micro-Symbolic"thinking method is chemistry discipline characteristic of the thinking,which is an important part of chemistry discipline to cultivate students' literacy.The purpose of high school chemistry curriculum is to cultivate students' core competence and lay a solid foundation for learning other chemical modules.Therefore,the study of compulsory courses is particularly important.Textbook is the carrier of curriculum,textbook exercise is an important part of it to the classroom teaching evaluation function.This paper selects "Jiangsu Education Press","Shandong Scientific Press"and"People 's Education Press" high school chemistry compulsory textbook exercises 1 and 2 as the research object,the three different versions of the high school chemistry compulsory textbook exercises "Macro-Micro-Symbolic" thinking,thinking presentation sequence and so on has carried on the comparative study,the following conclusions:(1)Due to the different intention of textbook editors,the knowledge arrangement,the three versions in the high school chemistry required textbook chapters of"Macro-Micro-Symbolic”thinking is also different,and there is a big difference,also did not show obvious "Macro-Micro-Symbolic" thinking present order.This is different from the chemistry textbooks of junior high school.The first chapter of the three-edition textbook of "People's Education Press","Shanghai education edition"and "Guangdong education edition" is mainly from the macro perspective.(2)There is a difference in the level of the problem of "Macro-Micro-Symbolic"thinking(that is,level 3)in each chapter of the three-version high school chemistry compulsory textbook.From the overall situation,the "Shandong Scientific Press"survey level 3 is the most common problem,more use and cultivate students' higher order thinking.(3)Each learning theme of the three editions of compulsory textbooks reflects the difference in the "Macro-Micro-Symbolic" thinking(level 3)."People 's Education Press" is the most common problem in the study of topic 2 "chemistry experiment foundation".The "Jiangsu Education Press" in learning 1 chemical science "know"theme,theme 3 "common inorganic and its application",the study topic 5 "chemical reactions and energy "level three problem sets up;The "Shandong Scientific Press"has the most problems in the study of topic 4 "material structure foundation" and study topic 6 "chemistry and sustainable development".(4)In the third edition,the number of"People's Education Press" is the largest,and the number of "Jiangsu Education Press" is equivalent to the number of"Shandong Scientific Press",and the distribution of the three versions is the most common "common inorganic substance and its application".Finally,according to the compilation and use of high school chemistry textbooks,the following Suggestions are put forward:(1)In the aspect of textbook writing,we should add practical and chemical experiment questions,and pay attention to the number of exercises.(2)In the course of teaching,teachers should pay attention to the accumulation of macroscopic facts,pay attention to the microcosmic interpretation of macroscopic facts,and use the "symbol" representation to connect the two,and select the appropriate version of problem sets or integrate different versions of problem sets according to the features and requirements of the course,and train the students'"Macro-Micro-Symbolic" thinking.