Research On The Consistency Of Chemistry Textbook And Curriculum Standard In General High School

With the promulgation of the "General High School Chemistry Curriculum Standards(2017 Edition 2020 Revision)"(hereinafter referred to as the New Curriculum Standards),various versions of textbooks under its guidance have been put into use accordingly.In view of the fact that the first and second compulsory high school chemistry textbooks(hereinafter referred to as the new textbooks)of the People’s Education Edition are widely used and the number of users is large,in order to ensure the practicality and scientificity of their use and reduce the interference of various factors.The consistency of the new textbook and the new curriculum standards has become a hot content of current education research.This study takes it as the research object,draws on the current consistency research and uses the more extensive SEC consistency analysis model,studies and analyzes the degree of consistency between the new curriculum standards,and hopes to be the teaching of frontline chemistry teachers and the use of textbooks and curriculum standards.provide relevant suggestions for revisions.The research of this article includes six parts.In the first part,the topic selection background,methods,goals and ideas of the study of consistency between the new textbook and the new curriculum standards are briefly described,and the current situation of domestic and foreign textbook evaluation and consistency research is reviewed.The second part explains the core concepts and the theoretical basis of the research.The second part explains the core concepts and the theoretical basis.From the perspective of qualitative analysis,the third part studies the implementation of the new curriculum standards in the three aspects of content selection,organization and presentation.The fourth part draws on the SEC consistency analysis model from the perspective of quantitative research to obtain the consistency degree between the new textbook and the new curriculum standards,and analyzes the difference.The fifth part puts forward suggestions in terms of curriculum standards,textbooks,and teacher teaching.The sixth part summarizes the research conclusions of this article,reflects on and puts forward prospects.The research results show that there is consistency between the new textbook and the new curriculum standards.In terms of qualitative analysis,the new textbook interprets the concepts of the new curriculum standards in three aspects:content selection,organization,and presentation.In terms of quantitative research,from the perspective of overall analysis,the consistency between the new textbook and the new curriculum standards is good.From a single dimension,in the cognitive level dimension,the new textbook is consistent with the new curriculum standards;but there is a difference between the content and thematic dimension.The new textbook emphasizes "theme 2 common inorganic substances and their applications".The new curriculum standard emphasizes "theme 3 the basis of the structure of matter and the law of chemical reaction";there are differences in the consistency of the key distribution dimensions,and the cognitive level dimensions are all focused on the understanding level dimension.In the content theme,the new textbook emphasizes "theme 2 common Inorganic matter and its application",the new curriculum standard emphasizes "theme 3 the basis of material structure and the law of chemical reaction".Based on the research results,the following suggestions are put forward:the specificity of curriculum standards,the guiding role of curriculum standards,the concept of textbooks to implement curriculum standards,the continuous optimization of textbook writing,the balance between textbooks and curriculum standards,and the diversification of teacher evaluation methods.