A Comparative Study Of Elements And Their Compounds In New High School Chemistry Textbooks Published By Pep Edition And Shandong Edition

At present,China's chemistry curriculum reform has entered a deepening stage,and it is an inevitable trend for senior high school chemistry textbooks to be rewritten.With the publication of Common High School Chemistry Curriculum Standards(2017 Edition)(hereinafter referred to as the New Curriculum Standards),high school chemistry textbooks in China have been rewritten under the guidance of the central idea of the New Curriculum Standards,and will come into people's vision in 2019.However,the students and front-line teachers who will be engaged in the profession of chemistry teachers have some problems,such as not being familiar with the new textbooks,relying on personal experience,wearing new shoes and following the old path.Therefore,a comparative study of the high school chemistry textbooks published in 2019 will help them to understand and use the textbooks,integrate the knowledge of various versions of the textbooks organically,and optimize classroom teaching.This paper analyzes the current situation of scholars' comparative research on high school chemistry textbooks at home and abroad by sorting out relevant literatures of comparative research on high school chemistry textbooks.On the basis of the textbook analysis model,this paper uses the method of comparative study to compare the elements and compounds in the textbooks of New Education Edition and New Luke Edition from three dimensions of content selection,content organization and content presentation,and draws the similarities and differences between the two new textbooks in three dimensions.In order to understand the understanding of the front-line teachers to the new textbooks,interviews the front-line teachers,and obtains the understanding of the front-line teachers to the new textbooks.Based on the results of comparative study of textbooks and interviews with teachers,six teaching suggestions are put forward.Under the guidance of constructivism learning theory,zone of proximal development learning theory and the teaching suggestions put forward in this paper,a teaching case of "important compounds of iron" was designed.Through the comparative study of the elements and compounds in the new textbooks of high school chemistry published by PEP and Luke,the similarities and differences between the two versions of the new textbooks are obtained:Firstly,in the dimension of content selection,the core elements and compounds selected by the two editions of the new textbooks are consistent,and the depth of knowledge is basically the same.At the same time,great attention is paid to the moral value reflected in the textbooks and the popularization of scientific research methods.However,the textbooks for new students pay more attention to the education of students' career planning and present more abundant experimental contents.The new Luke edition textbooks can better show the requirements of the core quality of chemistry.Secondly,the content organization dimension,the two editions of the new textbooks are arranged in the structure of "chapter and section",and the contents of elements and their compounds are arranged in the way of centralized arrangement and scattered arrangement.The second dimension is the way of content presentation.The column types of the two new textbooks are rich and diverse,but the frequency of appearing is more advantageous for the new textbooks.The textbooks of the new edition pay more attention to the use of experimental inquiry and expanded data columns,while the textbooks of the new Luke edition pay more attention to the use of method columns.The most commonly used picture illustrations in the two new textbooks are experimental and chemistry and social development pictures.Meanwhile,the new textbooks pay more attention to the use of table illustrations.More than half of the questions in the two new textbooks accord with the design principles of exercises in the new curriculum standard,and more exercises in the new textbooks accord with the requirements of the new curriculum standard.Finally,six teaching suggestions are put forward,which are as follows: First,study and analyze the course standard and teaching materials in depth,and formulate teaching objectives scientifically;Second,focus on the core knowledge of chemistry in the process of organizing teaching;Third,good at creating a real and valuable teaching situation;Fourth,be good at using column materials to train students' all-round development;Fifth,we should recognize the value of experiments,attach importance to experimental inquiry activities,and cultivate students' ability of scientific inquiry.Sixth,be good at learning from different versions of textbooks,organic integration of knowledge.Of course,in the research process,there are some problems in this paper,which need to be further improved and perfected.