A Comparative Study Of The Content Of High School Chemistry Textbooks In The People's Education And Luke Editions

The concept of chemical reaction is an important core concept in junior and senior chemistry courses.It is a difficult point in teaching and an important topic in the field of chemistry education and research.This research uses the content analysis method to summarize the core concept of "chemical reaction" in high school chemistry textbooks,and analyzes and compares the content of the core concept of "chemical reaction" in the human education and Luke textbooks based on the content dimension elements and levels of core chemistry literacy.In order to provide a reference for the teaching of chemical reactions in high school chemistry.Firstly,check the literature collection and sort out the related concepts of chemical reaction.Use the high school chemistry textbook as the material,use NVivo software to carry out qualitative research,analyze the concept content of chemical reaction,and form the concept map of "chemical reaction",and then based on the obtained "chemical reaction" "Concept map,analyze the frequency of occurrence of subordinate concepts and the weight of concept nodes in the concept map,and extract the core concept of "chemical reaction".In the study,a total of nine core concepts of chemical reactions in high school chemistry textbooks were screened out,namely,(1)battery(2)electrolysis(3)chemical reaction and energy(4)chemical reaction rate(5)metal corrosion(6)chemical balance(7)Factors affecting the rate of chemical reaction(8)Metal protection(9)Chemical bond.Then select the corresponding content of the core concept of"chemical reaction" in the textbook,define the unit of the selected textbook content in the form of "segment group",classify the quality level of chemistry,determine the chemical reaction analysis framework,based on the core chemistry literacy The content dimensional elements and levels of the content analysis and comparison of the content of the core concept of "chemical reaction" in the human education and Luke version textbooks are expected to provide reference for the teaching of the conceptual model of "chemical reaction" in high schools and promote the development of students' core chemistry literacy.Research shows that:(1)The conceptual model of "chemical reaction" constructed by the human education and Luke version of high school chemistry textbooks is different.(2)The content of the concept of "chemical reaction" in the high school chemistry textbook published by People's Education and Luke has different literacy development values.The innovations of the paper are mainly reflected in:(1)The use of NVivo software to analyze high school chemistry textbooks,complete the construction of the concept map of "chemical reactions" and the extraction of core concepts,and carry out qualitative analysis of textbook content comparison based on the content analysis method.The integrated qualitative research method is innovative in method;(2)The conclusion of the difference in the core concept of chemical reaction in the Luke version of the People's Education Edition textbook has provided a new basis for chemical reaction teaching.