A Study On The Interactive Characteristics Of High School Chemistry Textbooks Of Phoenix Education Publishing Edition

“Students-textbook interaction” is crucial in the use of textbooks,which is an important way for students to construct knowledge independently.Based on constructivism theory,distributed cognitive theory and activity theory,this study studies the interactive characteristics of high school chemistry textbooks of Phoenix Education Publishing edition.Firstly,based on the collation and analysis of relevant literature,this study constructs a framework for the study of interactive characteristics of high school chemistry textbooks,which is divided into five aspects: interactive background,interactive mode,interactive results,interactive function and interactive ability requirements,and constructs its main indicators and evaluation criteria.Secondly,the analysis tool is used to code and analyze the high school chemistry textbooks of Phoenix Education Publishing edition,and the five major content topics and two learning stages are compared and analyzed.The following research conclusions are obtained:(1)As a whole,the textbooks prefers to use material information as the source of interactive information and use text statements for interactive information representation,so as to reduce the cognitive load brought by interactive background,highlight the awareness of problem solving,and fully combine the theme characteristics of each content and the learning situation at different stages;(2)The interaction is mainly completed independently,supplemented by action cooperation and thinking collision.The interpersonal interaction in the compulsory stage focuses on the behavioral level,while the selective compulsory stage tends to focus on the thinking level,and the interpersonal interaction is advanced layer by layer.(3)Most of the interaction results are not open enough,and more attention is paid to the acquisition of the interaction results.The interactive results of theoretical and abstract content tend to be closed,while those of practical and concrete content tend to be open.With the deepening of learning,more attention is paid to the critical reflection behind the interaction.(4)The interaction has multiple functions,such as deepening cognitive retention,providing cognitive supplies,building scaffolding,improving cognitive level,etc.The more difficult the learning is,the more in-depth the learning is,the richer the interactive functions are;(5)Students’ abilities are mostly at low and medium levels,among which knowledge transfer and analytical reasoning ability are generally higher.Content topics closely related to life such as organic chemistry pay more attention to information acquisition ability,element chemistry pays more attention to multidimensional reflection ability,and reaction principle pays more attention to analytical reasoning and knowledge transfer ability.With the deepening of learning,interaction ability requirements gradually increase.