随着基础教育课程改革的进行，我国基础教育也逐渐从以知识为本向以素养为本转变。为使普通高中课程体系更加顺应新时代发展，同时又体现一定的中国特色，教育部于2013年开启普通高中课程的修订工作，具有纲领性的普通高中化学新课程标准随之形成，各个版本新教材的结构体系也随之改变。不同版本的教材在版面设计、内容选择、内容组织和呈现等方面都各具特色，为教师提供了丰富的教学参考，也大大提升了教材使用的选择性。教材作为教师开展课堂教学的基本要素，也是学生学习化学课程的重要工具。为满足新一轮课程改革的需要，确保培养符合时代发展的高素质人才，各版本化学教材的呈现方式也发生了很大的变化。因此，研究不同版本化学教材的呈现方式对教学过程中更充分地挖掘教材价值、更好地整合教材资源尤为重要。

本研究选取2019年人教版与鲁科版高中化学必修（第一册）教材作为研究对象，将整体和具体知识内容两个角度相结合，对两版教材的呈现方式进行比较研究。在整体上比较了章节内容、正文内容、栏目、图片和表格的呈现，在具体知识内容上选择了以“氯及其化合物”为例的元素化合物、以“电离及离子反应”为例的基本概念、以“氧化还原理论”为例的基本理论的三个部分具体知识内容为载体，先对比两版教材对于同一知识内容所呈现的不同章节位置安排，再从“知识内容选取和编排”、“学生已有认知的运用”、“情境性”、“探究性”、“合作学习的开展”、“思维发散空间和探索空间的保留”以及“学科核心素养的发展”七个角度对比分析了两版教材的部分具体知识内容，得出两版教材各自的呈现方式的特色。对比之下，人教版教材侧重于学生对知识内容的掌握，正文内容注重考虑学生的认知水平，图片在课程标准不同方向的要求上分布更均匀，图片的呈现也更为细致和鲜明，与学科有关内容和拓展知识的表达上更为清晰，但章节内容缺乏整体性规划；鲁科版教材章节内容更契合课程标准对必修内容的要求和规划，比较重视学习过程中的方法指导和知识构建，知识内容的编排顺序也更符合认知规律，内容选取更具完整，栏目丰富，探究实验不仅数目多，设计也更为合理、细致，非常注重培养学生的探究能力和创新精神，但探究实验的开放程度大、探究性较强，对学生的能力素养要求比较高，较容易忽略学生实际水平和活动梯度的合理性。最后结合研究总结，建议教师在使用教材时，应将不同教材编排顺序的优势进行整合，调整实际教学；注意把握实践探究活动的开放程度和思维空间，发展学生探究能力；融合不同教材的栏目及图表资源，充分发挥各类特色资源的价值。

通过本文对两版教材内容呈现方式的比较和研究，一方面能让教师深刻体会新版教材内容呈现所体现的新课程标准的理念，另一方面也为教学中合理使用新教材提供了更多方向，有利于在教学实践中落实学生化学学科核心素养的发展。

      With the reform of basic education curriculum, the basic education of our country is gradually changing from knowledge-based to quality-based. At the same time, in order to make the curriculum system of ordinary high school more adapt to the development of the new era and have unique Chinese characteristics, the Ministry of Education started the revision of the curriculum of ordinary high school in 2013, which formed the programmatic new curriculum standard of ordinary high school chemistry and changed the structure system of each edition of new textbooks. Different versions of textbooks have their own characteristics in layout design, content selection, content organization and presentation, which provide abundant teaching reference for teachers and greatly improve the choice of using textbooks. As the basic elements of classroom teaching, teaching materials are also important tools for students to learn chemistry courses. In order to meet the needs of the new round of curriculum reform and to ensure the cultivation of high-quality talents in line with the development of the times, the contents of the chemistry textbooks have undergone great changes. Therefore, it is particularly important to study the way of presenting the contents of different versions of chemistry textbooks in order to fully explore the value of textbooks and better integrate the resources of textbooks in the teaching process.

      This study selects the compulsory high school chemistry textbooks (Volume 1) of PEP (People’s Education Press) and Luke versions in 2019 as the research objects, and conducts a comparative study on the presentation of the two textbooks from the perspective of the combination of the overall and specific knowledge content. The study compares the chapter contents, on the whole body contents, columns, pictures, and forms the present in general. On the specific knowledge content，the study chooses "Chlorine and Its Chemical Compounds" as an example of element chemical compounds, "Ionization and Ionic Reaction" as an example of the basic concept, "Theory of Redox " as an example of the basic theory of the three parts of the detailed content of knowledge as the carrier. It first compares the different chapter position arrangements of the two editions of textbooks for the same knowledge content, and then from content of "selection and arrangement of knowledge", "the use of students cognitive", "situational", "explore", "the development of cooperative learning" and "divergent thinking space and explore the reserved space" and "the development of subject core literacy" seven angles analyzes the two versions of the specific content of knowledge, and it is concluded that the content of the two versions respectively present the characteristics of way. In contrast, the compulsory high school chemistry textbook of PEP version focuses on students' mastery of knowledge contents and the cognitive level of students, the pictures are more evenly distributed in the requirements of different directions of the curriculum standards, the picture presentation is also more detailed and vivid, and the expression of the content and expand knowledge related to the subject is more clear and structured, but the chapter contents lack overall planning. The chapter content of the textbook of Luke version is more consistent with the requirements and planning of the required content of the curriculum standard. It pays more attention to the method guidance and knowledge construction in the learning process, and the arrangement order of knowledge content is more in line with the cognitive law, content selection is more complete, columns are rich, inquiry experiment numbers are not only great, but also the design is more reasonable and careful, and pays attention to cultivate the students' inquiry ability and innovation spirit. The degree of experiments’ openness is greater, the exploration is stronger, and the requirements for students' ability and accomplishment are relatively high. So it is easy to ignore the rationality of students' actual level and activity gradient. Finally combining with the research conclusion, it is suggested that when using teaching materials, teachers should integrate the characteristics of the arrangement order of different teaching materials and adjust the actual teaching; pay attention to grasp the openness and thinking space of inquiry practice activities, and develop students' inquiry ability; integrate the columns and chart resources of different teaching materials, and give full play to the value of various characteristic resources.

     Through the comparison and research on the presentation of the contents of the two editions of the textbook, on the one hand, teachers can deeply understand the concept of the new curriculum standard reflected in the presentation of the contents of the new edition of the textbook, on the other hand, it also provides more directions for the rational use of the new textbook in teaching, which is conducive to the implementation of the development of students' chemical core literacy in teaching practice.