A Comparative Study of Exercises in New Chemistry Textbook Based on Gagne's Study Result Classification Theory: Taking “Material Structure Basis and Chemical Reaction Law” as an Example
ZHANG Ting, JIANG Jian-Wen*
College of Chemistry and Chemical Engineering,Jiangxi Normal University,Nanchang 330022, China
Abstract Based on Gagne's study result classification theory, this paper compared chemistry compulsory textbooks of People's Education Press, Shandong Science and Technology Press and Jiangsu Education Press in topic 3 “material structure basis and chemical reaction law” exercises from verbal information, intellectual skills, cognitive strategies, motor skills, attitude change dimensions, the results showed that the distribution trend of the study results dimension was the same, proportion in intellectual skill dimension was the largest, the second was information dimension, the remaining three dimensions were small; In addition, this paper divided textbook exercises which belong to the intellectual skill dimension into discrimination, specific concepts, definition concept, rule, and senior rule, this was a from low to high series, then made a statistics on the distribution of three versions of exercises in five levels, the results showed that the largest proportion in both the textbooks of People's Education Press and Jiangsu Education Press was specific concepts level, that in the textbook published by Shandong Science and Technology Press was rule level. What's more, the wisdom skill level of textbook published by Shandong Science and Technology Press was highest, the level of textbook of Jiangsu Education Press was little higher than the textbook published by People's Education Press. Finally, some enlightenment on compiling and using textbook exercises were obtained.
ZHANG Ting, JIANG Jian-Wen. A Comparative Study of Exercises in New Chemistry Textbook Based on Gagne's Study Result Classification Theory: Taking “Material Structure Basis and Chemical Reaction Law” as an Example[J]. Chinese Journal of Chemical Education, 2021, 42(19): 16-22.
