中美初中物理教科书中HPS内容比较研究

发布时间：2018-05-20 03:40

本文选题：HPS教育 + 物理教科书　；参考：《华中师范大学》2017年硕士论文

【摘要】：HPS主要指的是“科学史(History)、科学哲学(Philosophy)以及科学社会学(Sociology of Science)”。HPS教育已经逐渐成为当前学术界研究的热点问题,体现了全球科学教育改革的趋势。我国应当充分借鉴国外的先进经验,结合我国的实际情况,将HPS教育同我国的教育背景有机结合并开展研究。本论文选取中、美初中物理教科书作为研究对象,总的研究问题是中、美初中物理教科书中HPS内容的呈现情况如何?存在哪些差异?为回答这一问题,本研究主要围绕一系列子问题展开:(1)中、美初中物理课程标准中对HPS内容有哪些要求?这些要求有哪些差异?中、美初中物理教科书与其课程标准契合度如何?(2)中、美初中物理教科书中各自融入了多少HPS内容?这些HPS内容的主类目、子类目完整性及分布情形各自如何?(3)中、美初中物理教科书中的HPS内容分别是以什么方式呈现的?(4)中、美初中物理教科书中HPS内容分别涉及了哪些知识点?(5)如何更好的呈现人教版中HPS内容?本研究在综合分析国内外文献的基础上,选定内容分析法作为研究的主要方法,并形成了研究工具和比较维度。对中美初中物理教科书中的各HPS内容类目和比较维度分别编码统计,再进行定量分析和典型案例的定性分析。最终本研究结论如下:(1)中、美物理课标中的HPS要求主要有HPS内容显隐性、可操作性、递进性、HPS内容完整性4个方面的差异。从HPS内容的完整性来看,我国初中物理课标的要求并不十分完整。而我国教科书中HPS内容却十分完整。符合了我国课程标准对HPS内容完整性的要求。相较而言,美国课标对HPS内容的要求以及教科书对HPS内容的呈现均十分完整,教材与课标一致性良好。(2)中、美两版教科书中HPS内容主类目具有完整性。在数量上美版教材所包含的HPS内容子类目较之中国更多。主类目的分布上,中美两版教材略有差别,但都侧重于对科学事业的呈现,忽视社会对科技的影响的呈现。主类目中科学史、科学知识的本质的子类目具有较好的完整性和合理的分布,其余主类目中子类目的完整性和分布情形尚待改善。(3)中美初中物理教科书的呈现方式均以文字加图表的形式为主,辅助栏目为辅,正文文字为次。总体来看,中美这种图文结合并辅助以辅助栏目的呈现方式使得HPS内容的呈现通俗易懂,富有趣味性。(4)美版教科书较之人教版在编排HPS内容时涉及了更多物理知识点。从知识点所属的主题来看,中美两版教科书中HPS内容均覆盖所有主题。(5)在呈现科学史内容时,不仅可以更多的融入科学本质内容,还可以更多的采用问句引人深思;呈现科学知识的本质内容时,可以引发认知冲突,实现观念转变,让读者深刻的体会科学知识的本质;为了在教科书中更好的呈现科学事业内容,可以让其结合时间轴进行简单明了的描述或结合一个具体科学领域进行详实的描述;在呈现科技对社会生活的影响内容时,运用更多样化的人物形象加强读者的直观认识,并可以创设一些相关的思考问题,有利于读者自主思考和学习;呈现社会对科技的影响内容时,不但要提及社会的相关措施,而且要更深入的讲明这一措施所带来的结果和影响,强化读者理解。
[Abstract]:HPS mainly refers to "the history of Science (History), philosophy of Science (Philosophy) and the scientific sociology of Sociology (Sociology of Science)".HPS education has gradually become a hot issue in the current academic circles, reflecting the trend of the reform of the global science education. China should fully borrow the advanced experience of foreign countries and combine the actual situation of our country to the HPS. Education and the educational background of our country are organically combined and carried out. In this paper, the physics textbook of junior middle school is the object of study. The total research question is how to present the HPS content in the middle school physics textbooks and what are the differences? In order to answer this question, this study mainly revolves around a series of sub problems: (1) What are the requirements for the HPS content in the junior middle school physics curriculum standards? What are the differences in these requirements? In the middle school physics textbooks and their curriculum standards? (2) how many HPS contents are included in the junior middle school physics textbooks? How are the main categories of the HPS content, the completeness and distribution of the subcategories? (3) beauty What are the contents of HPS content in junior high school physics textbooks? (4) what knowledge points are involved in the content of HPS in the physics textbooks of the junior middle school? (5) how to better present the content of HPS in the human teaching edition? Based on the comprehensive analysis of the domestic and foreign literature, the selected content analysis method is the main method of the study, and the form of the content analysis is taken as the main method. It is a research tool and a comparative dimension. The HPS contents and comparative dimensions in Chinese and American junior high school physics textbooks are coded and analyzed respectively, then quantitative analysis and qualitative analysis of typical cases are carried out. Finally, the conclusions are as follows: (1) the HPS requirements in the beauty physics curriculum are mainly the explicit, operable, progressive, HPS content of the HPS content. The differences in the 4 aspects of integrity. From the integrity of the HPS content, the requirements of the junior middle school physics curriculum in our country are not very complete. But the content of HPS in our textbooks is very complete. It meets the requirements of the curriculum standards of our country on the integrity of the content of HPS. In comparison, the requirements for the volume of HPS in the American curriculum and the presentation of the contents of the textbook to the contents of the textbook are compared. All the textbooks are in good agreement with the curriculum standard. (2) in the two edition of the United States, the main category of HPS content is complete. In the number of American edition, the content subcategory of HPS is more than that of China. In the distribution of the main category, the textbooks of the two edition of the United States and the United States are slightly different, but both focus on the presentation of the scientific cause and ignore the social science and technology. The main category of science history, the essence of scientific knowledge in the main category has better integrity and rational distribution, the integrity and distribution of the other main category of subcategories is still to be improved. (3) both Chinese and American junior middle school physics textbooks are presented in the form of text plus diagrams, auxiliary columns as auxiliary, text text for In general, the combination of China and the United States, which combines and assisting the presentation of auxiliary columns, makes HPS content easy to understand and interesting. (4) more physical knowledge is involved in the compilation of HPS content than in the American version of the textbook. From the theme of the knowledge point, the content of HPS in the two edition of China and the United States covers all the contents. There are themes. (5) when the content of science history is presented, it can not only be more integrated into the essential content of science, but also can be more thoughtful. When the essential content of scientific knowledge is presented, it can lead to cognitive conflict, realize the transformation of ideas, let the readers understand the essence of the knowledge of science, and make a better presentation of Science in textbooks. The content of the cause can be combined with the timeline in a simple and clear description or a detailed description of a specific field of science. In the presentation of the influence of science and technology on social life, it can use more personage images to strengthen the reader's intuitive understanding, and create some related thinking problems, which will help readers to think independently. Examination and learning; when presenting the influence of society on science and technology, we should not only mention the relevant measures of society, but also give a more thorough understanding of the results and effects of this measure, and strengthen the understanding of the readers.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.7

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