Research On The Development And Use Of Chemistry Textbooks Based On Triple Representation

The "macro-micro-symbol" triple representation is an important way of organizing the content of chemistry courses,and it is also an effective way of chemistry teaching and learning.On the one hand,as an important knowledge carrier for student learning,textbooks,if organized in a triple representation,will help students establish knowledge connections from different representations.On the other hand,textbooks are an important basis for teachers’ teaching.If teachers teach in a triple representation,they will also promote students’ in-depth thinking.In the past,the research on teachers’ use of textbooks was carried out from the aspects of teaching material content organization and teaching content value excavation,and the teachers’ use of textbooks was divided into different types.From the perspective of triple representation,this research analyzes how the content of macro,micro,and symbolic representations in textbooks are presented and interconnected,and how teachers develop and use macro,micro,and symbolic representations in the teaching process.The purpose of the research is to explore the types of presentation and organization of macro,micro and symbolic representations when teachers use textbooks based on the perspective of triple representation.Based on the perspective of triple representation,this research first constructed an analysis framework for teachers to use textbooks.Then,five chemical themes were selected for research,including: ion reaction,dissolution balance of insoluble electrolyte,factors affecting the rate of chemical reaction,galvanic battery and ethanol.These five chemistry topics include not only knowledge of elemental compounds,but also knowledge of chemical concepts and principles.In the specific analysis process,the textbook content corresponding to the five themes is analyzed from the macroscopic,microscopic,symbolic representations and the connections between them;afterwards,the teaching videos of the 5 themes are transcribed into texts,pictures,etc.,and the teachers are analyzed How to present the macroscopic,microscopic,symbolic representations and the relationship between them;finally,from the perspective of triple representation,teachers use several types of textbooks:(1)Teachers follow the triple representations in textbooks,which are mainly expressed in textbooks The content of the link links the macro,micro,and symbolic representations.Teachers also adopt the same content organization method;in addition,teachers will also add new cases on the basis of textbooks,and also adopt a combination of macro,micro,and symbolic representations to present content;(2)Teachers ignore part of the representations in the textbook,which is mainly manifested in that for the progress of the classroom,sometimes teachers will ignore some symbolic representations,and sometimes teachers will ignore some macro-representations.(3)Teachers have added some representations,which is mainly manifested in that teachers provide more macro representations in order to enrich students’ perceptual knowledge.(4)The teacher replaced part of the representation,which is mainly manifested in the textbook,where the content is a combination of macro and symbols,and the teacher replaces the combination of micro and symbols,or the macro representation in the textbook is directly replaced by symbolic representation.