A Comparative Study Of The Elective Textbooks Of Organic Chemistry In Senior High School Under The Core Literacy

Under the background of economic globalization,the promulgation of the policy of "One Outline with Multiple Texts" by the Ministry of Education of China reflects the democratization of education,and also marks that the development of basic education curriculum in China has entered a new era.However,there are some differences between different versions of textbooks in terms of knowledge arrangement,content expression,etc.Therefore,a comparative study of various versions of textbooks is conducted to find out their different characteristics and apply their advantages to teaching practice.This paper selects the textbook of "Common High School Curriculum Standard Textbook·Chemistry·Optional Compulsory 3·Organic Chemistry Basis" published by the People’s Education Press in 2020 and the textbook of "Common High School Textbook · Chemistry · Optional Compulsory 3 · Organic Chemistry Basis" published by Shandong Science and Technology Press in 2019 as the research objects,using ISM method,literature method and comparative research method.By comparing the differences between the surface structure(compilation structure,knowledge system)and deep structure(based on the core literacy level of high school chemistry discipline)of the two editions of textbooks,the purpose is to deepen teachers’ understanding of the two editions of textbooks,and provide some feasible suggestions for the subsequent revision of the two editions of textbooks.Through comparative study,the two editions of textbooks have the following characteristics in compiling: First,the two editions of textbooks are basically the same in the order of knowledge,which is arranged according to the following order: organic composition,properties of hydrocarbons and their derivatives,biological macromolecules and synthetic polymers,which conforms to the cognitive laws of students.The division of chapters in the Luke edition is more detailed,while the division of chapters in the People’s Education Edition is more concise;In the section of "hydrocarbon",the subsection division of the Luke edition is different.It is placed in Chapter I "Structural Characteristics of Organic Matter" instead of being an independent chapter,breaking through the inherent division mode and being relatively novel.Second,in terms of exercises,illustrations and columns,the two editions of textbooks have the characteristics of diversified types and concise and understandable titles,realizing the organic combination of presentation form and teaching content.These designs not only enrich the content of the textbook,but also increase the interest in the classroom teaching process.Third,People’s Education Press and Luxe Science Press have different emphasis on the presentation of the core quality of high school chemistry,but they attach equal importance to the cultivation of students’ comprehensive quality.Finally,based on the core quality of chemistry discipline in senior high school,the teaching improvement strategies are proposed for front-line teachers: First,in terms of "macro identification and micro analysis",focus on carrying out exploratory experiments;Second,in the aspect of "changing ideas and balancing ideas",pay attention to problem driven teaching;Third,in the aspect of "evidential reasoning and model cognition",we should pay attention to the integration of various teaching resources;Fourth,in the aspect of "scientific exploration and innovation consciousness",we should focus on guiding students to carry out traditional experimental transformation;Fifthly,in the aspect of "scientific attitude and social responsibility",we should pay attention to the research of chemistry textbooks,chemistry history and the creation of teaching situations.In terms of content compilation,the two editions of textbooks have both commonness and individuality,and each has its own advantages and characteristics.Of course,in view of regional differences,there will also be some deficiencies in actual use.Although front-line teachers usually use a single version of textbooks in actual teaching,it is still necessary to conduct in-depth research on different versions of textbooks.Therefore,in the actual teaching,it is not necessary to limit to the arrangement of a single set of textbooks.The optimization and integration of different textbooks will be more conducive to the implementation and design of the actual teaching plan.Thus,we can truly realize "teaching with textbooks" rather than "teaching textbooks",so as to explore more value of textbooks.