【摘要】 基于布卢姆教育目标分类学理论，并以化学学科核心素养及其水平划分为依据，从核心素养水平、知识和认知等3个维度对高中化学不同版本教材“硫及其化合物”的课后习题进行统计分析比较。结果表明，在核心素养上，3版教材主要在核心素养的水平1和水平2上设计习题，突出“宏观辨识与微观探析”;在知识维度上更侧重“程序性知识”的考查；在认知维度上，3版教材聚焦于“理解”“运用”和“分析”层次，但是各有侧重。据此提出教材习题使用建议。更多还原

【Abstract】 Based on Bloom’s taxonomy theory of educational objectives, and on the basis of the division of core literacy and its level of chemistry discipline, this paper makes statistical analysis and comparison of after-school exercises of “sulfur and its compounds” in different versions of senior high school chemistry textbooks from three dimensions of core literacy level, knowledge and cognition. The results indicate that in terms of core competencies, the three editions of textbooks mainly design exercises on the first and second levels of core competencies, highlighting “macro identification and micro analysis”; More emphasis is placed on the examination of “procedural knowledge” in the knowledge dimension; In terms of cognitive dimension, the three versions of textbooks focus on the levels of “understanding” “application” and “analysis”, but each has its own emphasis. Based on this, suggestions for using textbook exercises are proposed.更多还原