高中化学教科书中“化学平衡”编排顺序的研究

发布时间：2018-02-13 05:49

本文关键词： 高中化学教科书化学平衡编排顺序学科内容线索认知过程线索　出处：《上海师范大学》2016年硕士论文　论文类型：学位论文

【摘要】：长久以来,我国的教科书制度为“一纲一本”,是基于在国家统一大纲或课程标准规范下的原则来编写教科书的。特别是一些核心基础课程(如语文、数学、外语等)基本上是全国统编教科书。2001年,教育部颁布的《基础教育课程改革纲要(试行)》提出实行教科书编写的多样化:“实行国家基本要求指导下的教科书多样化政策,鼓励有关机构、出版部门等依据国家课程标准组织编写中小学教科书。”在这种政策的指导下,近年来,我国教科书市场发展为了现在的在基础教育课程改革纲要和课程标准的规范下,多种教科书并存的局面。在新课改的背景下,教科书顺应新课改的理念发生了很多变化,教科书角色的变化对教科书也提出了新的要求,教科书的选择更多,各教科书的编写理念更加新颖,形式更加生动。而从实际情况看来,在这些变化后面,教师作为教学活动的组织者和教科书的直接使用者之一,仍然存在许多困惑。虽然教科书的理念更先进,内容更丰富,但在教学实践中很多教师感觉“不好用”,主要体现在对新教科书所编排的教学内容的顺序的改变无所适从,以至于部分教师放弃使用或者很少使用,甚至转而去寻找其他教学资料。这种情况不仅增加了教师的工作量,浪费了精心开发的教学资源,而且也不能保证新课改理念在实践中实现。那么在这种情况下,可以通过哪些编排顺序来组织教学内容?如何通过这些编排顺序来科学地、合理地组织教学内容?怎样的编排顺序才能更好地促进学生的全面发展?研究教科书中某一教学内容的编排顺序是解决上述这些问题的必要的步骤和基础。本研究提出了从学科内容线索和认知过程线索两个方面对国内五套高中化学教科书“化学平衡”内容的编排顺序进行研究和分析,试图为教师运用教科书提供依据和参考,从而更有效地组织课堂教学和提高教学质量,同时也希望能够为化学教科书编写的研究提供一些经验和方法上的参考。本研究共分为四个部分,第一部分为第1章,主要为本研究问题的由来、与本研究有关的文献综述以及研究对象与方法等。第二部分为第2章,主要为本研究的研究工具的建立。第三部分为第3章至第7章,该部分是笔者对国内5套化学教科书“化学平衡”内容的编排顺序的研究和分析第四部分为第8章,笔者在上述分析的基础上,总结了5套教科书在“化学平衡”内容的编排顺序上的异同点,并为教科书的编写提供了自己的一点拙见。
[Abstract]:For a long time, the textbook system of our country has been "one outline and one book", which is based on the principle of national unified syllabus or curriculum standard, especially some core basic courses (such as Chinese, mathematics, etc.). In 2001, the Ministry of Education promulgated the outline for the Reform of the Curriculum of basic Education (for trial implementation), proposing to implement the diversification of textbook compilation: "to implement the policy of textbook diversification under the guidance of the basic requirements of the state." Encouraging relevant institutions, publishing departments, etc., to organize the preparation of textbooks for primary and secondary schools in accordance with national curriculum standards... "under the guidance of this policy, in recent years, The development of the textbook market in our country is aimed at the coexistence of a variety of textbooks under the current norms of the basic education curriculum reform outline and the curriculum standard. Under the background of the new curriculum reform, many changes have taken place in the textbooks' concept of complying with the new curriculum reform. The changes in the role of textbooks have also put forward new requirements for textbooks, with more choice of textbooks, more novel ideas and more vivid forms for the compilation of textbooks. However, from the practical point of view, behind these changes, Teachers, as organizers of teaching activities and one of the direct users of textbooks, still have a lot of confusion. However, in teaching practice, many teachers find it difficult to use, mainly because they have no idea how to change the order of the teaching contents arranged in the new textbooks, so that some teachers give up using it or rarely use it. This situation not only increases the workload of teachers and wastes carefully developed teaching resources, but also does not guarantee the realization of the new curriculum reform concept in practice. In what order can teaching content be organized? How to organize the teaching content scientifically and reasonably through these arrangement order? What kind of arrangement order can promote the overall development of students better? The research on the arrangement and order of a certain teaching content in a textbook is the necessary step and foundation to solve these problems. This study puts forward five sets of chemistry teaching in senior high school in China from the aspects of subject content clue and cognitive process clue. The arrangement order of the contents of Chemical balance is studied and analyzed. This paper attempts to provide basis and reference for teachers to use textbooks so as to organize classroom teaching and improve teaching quality more effectively. At the same time, I also hope to provide some experience and methodological reference for the study of chemistry textbook. This study is divided into four parts, the first part is the first chapter, mainly for the origin of this research problem. The second part is chapter 2, mainly the establishment of research tools. The third part is chapters 3 to 7. This part is the author of five sets of chemical textbooks "chemical balance" content of the study and analysis of the arrangement of the content of the 4th part is the eighth chapter, the author on the basis of the above analysis, This paper summarizes the similarities and differences in the arrangement order of the contents of "chemical balance" in five sets of textbooks, and provides some humble opinions for the compilation of the textbooks.
【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.8

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