Study On The "Social Application" Characteristics In Chemistry Textbooks Of The Late Qing Dynasty To The Early Republic Of China

There have been earthshaking changes in China’s education during the late Qing and early Republic of China,when gross advancement and various reform happens.Chemistry goes hand in hand with human daily production and life.During that period,chemistry has been found an increasingly wide application in all fields in chemistry textbooks,which reflected the transformation and grow of chemistry discipline and human society.Through literature review and actual coding verification,this study constructed an analytical framework for the social application content of chemistry textbooks in the research period of the Institute.Coding statistics and case analysis were conducted for various kinds of chemistry coursebooks during this period from the four dimensions of knowledge carrier,constituent elements,presentation characteristics and educational functions.The results show that:(1)There were cases in various content dimensions of chemistry.Whether in Chinese native chemistry textbooks or foreign translated versions of chemistry textbooks,the topic of nonmetals and their compounds bears the largest proportion of social applications.Comparatively speaking,among the chemical textbooks translated or compiled abroad,the distribution of social applications in each knowledge section is more balanced.(2)The forms of social application in chemistry coursebooks at that period were mainly concentrated in industrial production and daily life,while agricultural production and other aspects of daily life accounted for a relatively small proportion.In terms of activity level,the cognitive level of applied analysis is dominant,followed by memory understanding,while the application level of evaluation creation is relatively small.The data in different textbooks are similar.(3)Different kinds of chemistry textbooks in that period were mainly presented in the form of a second level representation.At the same time,the relevance between social application and textbook knowledge is mainly low and partial.Comparatively speaking,the cases in Chinese native chemistry coursebooks is more relevant to the textbook knowledge.(4)Different chemistry textbooks can embody the first three functions,while cannot enhance students’ emotions at the same level.Native Chinese chemistry textbooks can better reflect the emotional function of education.According to the research conclusion,suggestions can be put forward for the social application content in chemistry coursebooks:(1)In terms of the knowledge carrier of social application,social application can be inserted evenly in the five sectors of chemical reaction principle,material structure and properties,metal elements and their compounds,non-metallic elements and their chemicals,and organic compounds.(2)In terms of the constituent elements of social application,social application should involve various aspects of social application as much as possible,thus reflecting the disciplinary value of chemistry.At the same time,at the level of cognitive activities,the proportion of cognitive activities created by evaluation in social application should be appropriately increased to promote students’ ability.(3)In terms of presentation methods of social application,the compilation of textbooks should reasonably allocate the three presentation methods of social application in combination with the requirements of text length,appropriately increase the representation methods of combining text and charts,and try to use social application cases with high relevance to textbook knowledge points,so as to effectively promote students’ understanding of the text.(4)In terms of the educational function of social application,chemistry textbooks should play a role in stimulating students’ learning motivation,stimulating students’ positive thinking activities,promoting students’ understanding of knowledge and developing students’ comprehensive capability.