A Comparative Study Of High School Chemistry Textbooks Based On Students' Core Literacy Development

The comparison and analysis of different editions of textbooks is an important part of teachers' classroom preparation and teaching research.Not only is this process closely related to teachers' achievement of quality classroom and excellent teaching performance,but at the same time,textbooks are an important basis for proposing questions for the college entrance examinations,so the analysis of textbook contents is exceptionally important and crucial,and has received widespread attention from various national levels and countless educational professionals at home and abroad.The analysis and study of the different versions of the current high school chemistry textbooks in China show that there are some differences in the logical organization and content selection of the different versions of the textbooks.Since the majority of high school teachers in China are currently faced with the problems of busy schedules and enormous pressure for higher education,they do not have more time and energy to analyze and compare the corresponding contents of different versions of textbooks in the process of lesson preparation to achieve more sophisticated classroom teaching and thus effectively improve teaching performance,therefore,it is necessary for the majority of researchers in the education sector to compare different versions of textbooks or the old and new textbooks of the same version.This is not only a reference for front-line teachers to "learn from the best",but also helps them to expand their teaching horizons and grasp the knowledge they teach in a comprehensive and systematic way;it can also provide some reference value for textbook writers to write subsequent textbooks.Based on this,the author uses the literature method and the comparative method to compare and analyze some of the contents of the compulsory textbooks in the 2007 and the latest 2019 editions of the Human Education Edition of high school chemistry in some detail.In addition,we have also selected two parts of the compulsory textbooks:"Chemical Substances and Their Changes" and "Elemental Compounds",and systematically studied the embodiment of the core literacy of high school chemistry in these two sets of textbooks.The full paper consists of six main parts.The first part is the introduction.It focuses on the reasons for selecting the topic;analyzes the current status of research on the comparison of teaching materials at home and abroad by reviewing the literature;briefly introduces the purpose of the study,the ideas and main methods of the whole process of the study and the significance of the study.The second part elaborates and defines the core concepts and presents the main theoretical foundations.It mainly introduces the important concepts related to this study,and introduces the five elements of core literacy in high school chemistry and their respective connotations.The third part is an analysis and interpretation of the surface structure of the two sets of textbooks-knowledge arrangement,column settings,application of illustrations,and selection of exercises.For example,the comparison reveals that both sets of textbooks choose to intersperse a large number of pictures with knowledge to make the content more lively and interestingly.The difference is that the new textbook uses more illustrations that help broaden students' horizons,such as the use of more illustrations related to technological progress in production and life,while the old textbooks use more pictures related to experimental phenomena.The fourth part compares the deep structure of the two sets of textbooks.In this section,the content of "Chemical substances and their changes" and "Elemental compounds" are selected,and the introduction,activities,special sections and exercises are compared and analyzed in terms of the core literacy of high school chemistry.The fifth part is the revision of the textbook and suggestions for its use.Through the contents studied in Chapters 3 and 4,some personal insights on the future improvement and revision of the textbooks are presented;they also provide suggestions to the general front-line teachers on teaching and how to use the new textbooks,taking into account the current situation of high school education and teaching today.The sixth part is the conclusions drawn from the comparison and analysis of the two sets of textbooks,as well as the directions that need to be focused on for future improvement and enhancement in the process of teaching and research.Through careful comparison and study of the old and new textbooks in the Humanities version,it is found that the two sets of textbooks reflect differences in their similarity.In terms of the introductory content of each chapter,the new textbook not only emphasizes the introduction of content,but also the guidance of learning methods.In terms of content selection,not much has changed,but the new textbook has made adjustments to the order of content arrangement.The new textbook has added a large number of sections that are in line with the development of the times,meet the cognition of high school students,and facilitate the professor's teaching.In terms of the choice of illustrations,both textbooks have a large number of pictures to enhance the interest and readability of the textbooks and the intuitiveness of the classroom,but the pictures in the new textbook focus on the progress of modern technology and production,while the old textbook focuses more on the realization of phenomena.In terms of the selection of post-lesson exercises,the topics in the new textbook are fewer and more precise,but the topics in the old textbook are more focused on students' extra-curricular practice and other skills enhancement.In terms of the embodiment of core literacy,both of them have better penetration of core literacy in various aspects and sections,but the depth and breadth of embodiment differ.In conclusion,the new textbook has added a lot of well-considered details to the old one,which keeps pace with the development of the times and can better guide students' learning,and at the same time,the textbook is more readable and the content is more precise and brief.It embodies the people-oriented education philosophy,penetrates into the career development plan of high school students,and pays more attention to the cultivation of experimental and inquiry ability.If teachers can compare and analyze carefully and use new textbooks scientifically and rationally,they should be able to help improve classroom efficiency.