两套高中化学教材类比应用的研究

发布时间：2018-03-02 00:34

本文关键词： 类比类比应用化学教材内容分析　出处：《上海师范大学》2016年硕士论文　论文类型：学位论文

【摘要】：化学是一门科学学科,其知识具有抽象性和复杂性,不易被学生理解。但化学研究的范围与社会紧密相联,类比作为问题解决的一种有效方式,可以帮助学生以一种更加“友好”的方式认识化学、解决问题。但类比内容的不同对于学生理解知识是有差异的,适当的类比可以帮助学生顺利地过渡抽象知识,反之不合适的类比也会造成学生对于知识的错误理解。本研究的目的,是通过提取中美两套高中化学教材的类比内容,表征两套教材中类比在两个维度的表现,研究中美两套教材在类比内容编写上的差异,从而试图从文本的角度解读出两本教材中反映出的两国的类比思维差异。教材选用的是中美主流化学教材,分别是人民教育出版社出版的一套化学(共8本)(本文简称为人教版化学)以及由McGraw一Hill教育书籍出版集团的Glencoe公司出版的《化学:概念和应用》(本文简称为MH Chemistry)。本研究采用文本分析法,研究类型以质性为主,量化为先。通过综述国内外学者对于类比的界定,结合学者对于类比的教材分析的相关研究,从类比的广度和特征出发建立了本研究的主要分析维度,并在此基础上构建二级维度的分析指标,确立了教材分析的模式。对两套教材中类比内容进行了分析和比较后,笔者得到以下结论:1、两套教材的类比内容在两个维度上均存在相似和差异。在特征维度上,两套教材在类比源、类比概念以及两者之间的关系中表现不尽相同。2、类比内容在两套教材上的组织形式相似,但类比的内容选择和体现的类比关系的层次上存在差异。仅从文本分析的结果来看,无论在类比的内容复杂性还是在关系层次的难度上,MH Chemistry教材中的类比均高于人教版化学教材中的类比。通过对两套教材中类比内容的分析和比较,针对人教版化学教材中存在的不足,为教材的编写和改进提供参考建议。对于本研究中存在的一些不足之处,笔者希望在未来的研究中进行改进和拓展。
[Abstract]:Chemistry is a scientific subject, its knowledge is abstract and complex, which is difficult to be understood by students. But the scope of chemistry research is closely related to society. Analogy is an effective way to solve problems. It can help students to understand chemistry and solve problems in a more "friendly" way. However, the difference of analogy content is different for students to understand knowledge. Appropriate analogy can help students to transfer abstract knowledge smoothly. The purpose of this study is to extract the analogies of the two sets of senior high school chemistry textbooks from China and the United States, and to characterize the performance of the analogy in the two dimensions of the two sets of textbooks. This paper studies the differences in the contents of analogy between China and the United States, and tries to find out the differences in analogy thinking between the two textbooks from the perspective of the text. The textbooks are the mainstream chemistry textbooks in China and the United States. "Chemistry: concepts and applications", published by the people's Education Publishing House (eight copies in all) and by Glencoe Company of McGraw-Hill Education Books Publishing Group (MH for short). This study uses text analysis, By summarizing the definition of analogy by domestic and foreign scholars, combining with the relevant research on teaching material analysis of analogy, this paper sets up the main analysis dimension of this study from the breadth and characteristics of analogy. On this basis, the analysis index of the second dimension is constructed, and the mode of teaching material analysis is established. After analyzing and comparing the analogical contents of the two sets of textbooks, The author draws the following conclusion: 1, the contents of analogy in the two sets of textbooks are similar and different in two dimensions, and in the characteristic dimension, the two sets of textbooks are in the source of analogy. The concept of analogy and the relationship between them are different. The content of analogy is similar in the organizational form of the two sets of textbooks, but the content selection of analogy and the level of analogical relationship are different from each other. Both in the complexity of analogy content and in the difficulty of relation level, the analogy in MH Chemistry textbook is higher than that in the chemistry textbook of human education edition. Through the analysis and comparison of the analogy content in the two sets of textbooks, In view of the deficiency in the chemistry teaching material of human education edition, this paper provides some reference suggestions for the compilation and improvement of the teaching material. For some shortcomings in this study, the author hopes to improve and expand it in the future research.
【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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