基于HPS教育理念的高中化学教材研究

发布时间：2018-06-15 15:19

本文选题：HPS教育 + 科学本质　；参考：《陕西师范大学》2015年硕士论文

【摘要】：HPS教育是指把科学史(History of Science)、科学哲学(Philosophy of Science)和科学社会学(Sociology of Science)的有关内容纳入中小学课程中,它被很多学者认为是提高所有公民科学素养的有效方式。已有的研究结果表明,把合适的HPS融入科学及其分科课程,应该系统全面地渗透到课程的各个环节上。从教育理念上来说体现为课程标准中对HPS的教育要求、教材中HPS的体现,从实际教学环节来说,体现在教学设计和课堂教学中,并且教师本身的科学史哲素养在很大程度上对HPS融入科学或理科课程的成效有着一定的影响。本研究作为HPS融入高中化学课程的初级探索,把主要焦点投在课程标准和教材的研究上,通过对这两种静态文本的分析,期望解决下列问题：当前的高中化学课程已融入的HPS内容有哪些,其内涵和教育价值如何体现?还有哪些内容亟待融入?现行的三个版本高中化学教材在设置HPS内容时有什么相同和差异,各自的特点是什么?课程标准对这些内容学习的要求又如何?教材的编排是否与这些要求一致呢?这些问题地回答将为理科教师开展HPS教育和认识教材打下良好的基础。本研究在综合分析国内外文献的基础上,先梳理了国外科学教育关注HPS的研究成果,将其作为分析教材HPS内容的理论框架；然后结合国内相关教材研究的方法,确定本研究为内容分析法,基于国际TIMSS调查和国内外文献综述形成分析框架和研究工具；最后从化学史、科学知识的本质、科学事业、科技对社会的影响、社会对科技的影响5个主类目及其22个子类目对教材中HPS内容的编排进行了量化统计和质性分析。本研究的结论如下：(1)从数量、知识广度、呈现方式、子类目完整性四个指标对高中化学三个版本教材的必修模块进行研究发现,总体的评价结果是鲁科版的HPS内容编排最好,苏教版较好,人教版一般。(2)从划记的HPS内容数量来比较,鲁科版最多为70处,其次是苏教版45处,最后是人教版41处；从HPS占整册教材内容的比例来比较,最高的是苏教版21.7%,鲁科版20.6%,人教版16.7%。(3)人教版教材中HPS内容呈现以文本为主,其次是插图,最少的是栏目。而苏教版和鲁科版的呈现方式是设置文本和栏目时都配有插图。从HPS内容承载的知识广度来比较,人教版最多,其次是鲁科版,最少的苏教版。但是苏教版和鲁科版的知识类型包括了基础概念、基础理论、物质及其性质和化学实验四类,人教版缺失了基础理论。(4)三个版本教材中HPS内容对其五个主类目都有反映。总体来说,“科技对社会的影响”“科学事业”“化学史”的设置数量更多,而“科学知识的本质”“社会对科技的影响"的编排相对较少；三个版本教材中对HPS内容的22子类目都存在设置不完整的情况,其中“科学与道德”“科技对社会思维的影响”“教育对科学技术的影响”“公众对科学技术的影响”四个子类目在三个版本教材中都未涉及。(5)普通高中化学课程标准对HPS的教育要求普遍层级较低,教材在设置相关内容时大部分能满足课程标准对该部分知识的学习要求,呈现方式则主要以文本为主,插图和栏目为辅。
[Abstract]:HPS education refers to the inclusion of the History of Science, the Philosophy of Science and the Science Sociology (Sociology of Science) into the primary and secondary school curriculum. It is considered by many scholars to be an effective way to improve the scientific literacy of all citizens. The branch curriculum should be systematically and systematically permeated into every link of the course. From the educational concept, it is embodied in the educational requirements for the HPS in the curriculum standard. The embodiment of HPS in the teaching material is embodied in the teaching design and classroom teaching from the actual teaching link, and the science history philosophy of the teachers is largely integrated into the HPS. The results of science or science courses have a certain impact. This study, as the primary exploration of HPS's integration into high school chemistry, focuses on the study of curriculum standards and teaching materials. Through the analysis of these two static texts, the following questions are expected to be solved: what is the content of HPS in the current high school chemistry curriculum and its connotation And what is the value of education? What are the requirements to be integrated? What are the similarities and differences between the three current versions of high school chemistry textbooks in setting up HPS content, what are their respective characteristics and what are the requirements of the curriculum standards for these content learning? Are the arrangement of the textbooks consistent with these requirements? These questions will answer the question. On the basis of the comprehensive analysis of the domestic and foreign literature, this study first combed the research results of foreign science education concerned with the research of HPS, and took it as the theoretical framework for analyzing the content of the textbook HPS, and then combined with the research methods of domestic related textbooks to determine the content analysis method in this study. Based on the international TIMSS survey and the literature review at home and abroad, the analysis framework and research tools are formed. Finally, the paper makes quantitative statistics and qualitative analysis of the HPS content in the teaching materials from 5 main categories and 22 sub categories of the influence of the chemical history, scientific knowledge, science, science and technology to society, and the influence of society on science and technology. The conclusions are as follows: (1) from the quantity, the knowledge breadth, the presentation mode and the subcategory integrity four indexes to study the required modules of the three edition of the high school chemistry, the overall evaluation result is that the HPS content arrangement is best in Luke edition, the Soviet education edition is better and the human teaching edition is the same. (2) the Luke edition is the most in comparison with the number of the recorded contents. 70, followed by the Soviet version of the 45, and the final version of the version of the 41; from the proportion of the contents of the whole volume of the book is compared, the highest is the Soviet version 21.7%, the Luke edition 20.6%, the human teaching edition 16.7%. (3) teaching edition of HPS content in text mainly, the second is the illustration, the least is the column. The presentation of the Soviet and Luke version is the setting of the text. Both this and the column are equipped with illustrations. Compared with the knowledge breadth of HPS content, people teach most, followed by the Luke version, and the least Soviet version. But the knowledge types of the Soviet and Luke editions include basic concepts, basic theory, material and nature and chemical experiments four categories, the human teaching edition is missing basic theory. (4) three editions of textbooks. In general, the "scientific cause" of "scientific cause" and "chemical history" is set up in number, while "the essence of scientific knowledge" and "the influence of society on science and technology" is relatively small, and the 22 subcategories of the contents of the three versions of the three editions are incomplete. In the case of "science and morality", "the influence of science and technology on social thinking", "the influence of education on science and technology", "the influence of the public on science and technology", four sub categories are not involved in the three editions. (5) the general high school chemistry curriculum standards for the education of HPS should be lower at the general level, and the teaching materials are set up in the relevant contents. Most of them can meet the learning requirements of the curriculum standard for this part of knowledge, and the presentation is mainly text, illustrations and columns.
【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.8

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