Abstract The content and structure of textbooks affect their educational functions. Based on the ontology or primordial inquiry of the rationality and legitimacy of the existence and development of Chemistry Pedagogy, three types of curriculum problem domains are formed: “the future teaching problems of normal students”, “the basic problems of chemistry teaching in middle schools” and “the courses learning problems of normal students”. Taking the future teaching problems of normal students as the main line and the basic problems of chemistry teaching in middle schools as the secondary line, the layer-by-layer and end-to-end echoing overall structure of the textbook including 11 chapters is constructed. Taking the four major problems of normal students as clues, based on the cognitive logic of normal students, and taking various middle school teaching practice cases as the carrier, the structure of the “learning process” textbook is constructed through rich columns. Through the overall construction of the structure and content of teaching textbooks, we strive to realize the integration of the main body of curriculum practice(people), the integration of practical content (the course), and the integration of the practical process (links), so that the chemistry pedagogy curriculum can play its application function in “The Stronger Teacher Program”.
YANG Yu-Qin, GE Chao, WANG Yan-Qing. Construction of Logical Structure of Chemistry Pedagogy Textbook System Based on Teaching-Learning Problem[J]. Chinese Journal of Chemical Education, 2024, 45(10): 65-70.
