Abstract Textbooks analysis is considered an effective method for providing a bridge between textbooks and curricula. Informed by “core literacy of macroscopic identification and microscopic exploration” in curriculum standards, this paper reports an analysis of analogies used to compare Chemistry 1 (compulsory) (2019 edition) in senior high school with the 2014 edition. The analysis is focused on five categories that emerged from the static analysis by using the principle of “Three-Order Combination”:(i)textbook column setting, (ii)content organization form, (iii)presentation mode, (iv)students' cognitive level and (v)assignment form, which investigated in paper that the sub-microscopic particle model construction and content organization of each chapter and section in the textbook on the basis of the perspective of macro-micro core literacy. The analysis reveals that the 2019 edition presents different levels of ladder settings in terms of the above five elements under the macro-micro core literacy. An especially powerful aspect of the macro-micro core literacy-based is its ability to reveal the formation of the concept of “macro and micro character”, which needs to add more detailed transitional content and set up more detailed auxiliary content with the textbook to facilitate the secondary development of the textbook.
JIAO Xiao-Yan, ZHU Gui-Qin, WANG Chun. Analysis of Chemistry 1 (Compulsory) Textbooks for Senior High School Based on “Macro-Micro” Core Literacy[J]. Chinese Journal of Chemical Education, 2021, 42(5): 8-14.
