A Comparative Study On The Column Setting Of Compulsory Chemistry Textbooks In Senior High School

Textbook is not only an important curriculum resource,but also an important basis for teachers to conduct teaching.With the promulgation of new curriculum standards,many domestic writing teams have published textbook considering their own opinion.As an important carrier of course content,textbook column is an important medium for teachers and students to carry out teaching activities.Therefore,in-depth comparative analysis of the textbook columns will not only help the majority of teachers to correctly understand the characteristics of the new chemistry textbook columns,but also play a positive role in promoting the comprehensive implementation of the chemistry core literacy.Through qualitative and quantitative research methods,this study takes the compulsory high school chemistry textbooks published by People’s Education Press in June 2019 and the compulsory high school chemistry textbooks published by Shandong Science and Technology Press in July 2019 as the research objects,and makes a systematic comparative analysis of textbook columns.Based on the current situation of the use of the new version of textbook columns in Luke,this paper aims to put forward suggestions and inspirations for teachers to use the new textbook columns.First of all,this paper sorts out and analyzes the research on relevant textbooks and their columns,and makes a conclusion of the current situation and trend of comparative research on different versions of textbooks and their columns at home and abroad.Based on the requirements of humanistic learning theory,constructivist learning theory and new curriculum standards,and according to the nature and function of the columns,the columns in the compulsory high school chemistry textbooks in the PEP and Luke versions are divided into five categories: "question discussion","scientific inquiry","vision expansion","method tips" and "consolidation and integration".From the perspective of chemistry core literacy,this paper uses qualitative and quantitative methods to carry out a comparative study on the number,overall distribution,presentation mode and content setting of the columns,and sorts out the characteristics and advantages of column setting in the two versions of textbooks.From the macroscopic level,the PEP version of the compulsory high school chemistry textbook columns pay more attention to practical and present contents in various ways such as text,tables and pictures interspersed with each other.The columns of textbooks in Luke version pay more attention to the logic of knowledge connection,the chapters are distributed more evenly and the contents of the columns are presented in the way of pictures and words.Specific to the micro level of column content,the columns of "vision expansion" and "method tips" in the PEP version textbooks show the characteristics of diversification and systematization.The columns of "question discussion" require students to master the basic knowledge.The columns of "scientific inquiry" provide students with more hands-on experiment opportunities.And in the columns of "consolidation and integration" focus on training students’ ability in STSE.The Luke version textbooks highlight "vision expansion" columns content of frontier science,especially the concept of green chemistry and sustainable development awareness.The columns of "question discussion" section have a more diverse set of situations.The columns of "scientific inquiry" and "method tips" involve more comprehensive elements and scope.The columns of "consolidation and integration" are more consistent with the cultivation of evidential reasoning and model cognitive ability in the chemistry core literacy.In addition,there are many similarities between the columns of "vision expansion" and "scientific inquiry" in improving students’ ability and teaching aim.And the exercises of the two versions of the textbooks focus on examining the students’ understanding and application of the chemistry core literacy which contains the elements of macroscopic identification and microscopic analysis.Combining with the current situation of the Luke version textbook columns,this paper puts forward some useful suggestions and inspirations for teachers to use the columns of the new textbooks in the future:(1)Based on the chemistry core literacy,teachers should deeply analyze the setting intention of the textbook columns in terms of examination content,knowledge system,background level and so on.And teachers should also clarify the characteristics and functions of all kinds of textbook columns and adopt diversified ways to deal with the textbook columns.(2)Teachers should learn from each other on the basis of understanding the content setting characteristics of columns in different versions of textbooks,refine and integrate similar columns in different versions of textbooks,and carefully design teaching activities considering the main subject of students.(3)We should not only pay attention to the development of students in the three elements of experiment,evidence collection and explanation and conclusion,but also put forward requirements in the two elements of question raising,reflection and evaluation,so as to make the inquiry activities include complete inquiry elements as far as possible,and increase the flexibility and inquiry of the inquiry activities.