本文關(guān)鍵詞： 教科書 “宏觀-微觀-符號(hào)”思維 物質(zhì)的化學(xué)變化　出處：《山西師范大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

【摘要】：《義務(wù)教育化學(xué)課程標(biāo)準(zhǔn)(2011年版)》指出：義務(wù)教育階段的化學(xué)教育,要啟迪學(xué)生的科學(xué)思維�；瘜W(xué)科學(xué)經(jīng)過不斷發(fā)展形成其特有的思維方式；“宏觀-微觀-符號(hào)”思維方式。本文以“人教版”與“魯教版”教科書“物質(zhì)的化學(xué)變化”主題內(nèi)容為例,對(duì)以下幾個(gè)問題進(jìn)行研究：(1)“人教版”初中化學(xué)教科書中“物質(zhì)的化學(xué)變化”主題內(nèi)容體現(xiàn)“宏觀-微觀-符號(hào)”思維的分布及類型情況；(2)“魯教版”初中化學(xué)教科書中“物質(zhì)的化學(xué)變化”主題內(nèi)容體現(xiàn)“宏觀-微觀-符號(hào)”思維的分布及類型情況；(3)對(duì)兩個(gè)版本初中化學(xué)教科書中“物質(zhì)的化學(xué)變化”主題內(nèi)容體現(xiàn)“宏觀-微觀-符號(hào)”思維情況進(jìn)行比較。 本研究按照“宏觀-微觀-符號(hào)”思維的完整性,將“宏觀-微觀-符號(hào)”思維類型劃分了三個(gè)水平,分別對(duì)“人教版”與“魯教版”初中化學(xué)教科書中“物質(zhì)的化學(xué)變化”內(nèi)容體現(xiàn)的“宏觀-微觀-符號(hào)”思維情況進(jìn)行了分析。 通過分析與比較,本研究得出的相應(yīng)結(jié)論為：(1)“人教版”與“魯教版”初中化學(xué)教科書內(nèi)容選擇相近,組織順序一致；(2)“人教版”與“魯教版”教科書中微觀視角與符號(hào)視角出現(xiàn)順序不同,體現(xiàn)的“宏觀-微觀-符號(hào)”思維類型情況不同；(3)“人教版”與“魯教版”教科書各單元“宏觀-微觀-符號(hào)”思維類型的水平情況不同；(4)“人教版”與“魯教版”教科書體現(xiàn)“宏觀-微觀-符號(hào)”思維類型總數(shù)相近；(5)“人教版”與“魯教版”教科書“宏觀-微觀-符號(hào)”結(jié)合程度存在顯著差異。
[Abstract]:Chemistry Curriculum Standard for compulsory Education (2011 Edition) points out: chemical education in compulsory education, It is necessary to enlighten the students' scientific thinking. The chemical science has been developing continuously to form its unique mode of thinking; the thinking mode of "macroscopic-microcosmic-symbol". The chemical changes of the materials in the textbooks of "Man Education Edition" and "Lu Education Edition" are used in this paper. For example, A study on the following questions: 1) the theme of "Chemical change of matter" in the Chemistry textbook of Junior Middle School in "Man Education Edition" reflects the Distribution and types of "Macro-Micro- symbolic" thinking (2) the "Lu Education Edition" junior high school chemistry education. The theme of "Chemical change of matter" in the book reflects the distribution and type of "Macro-microcosmic-symbolic" thinking in the two versions of junior high school chemistry textbook "the chemical change of matter". Microcosmic-symbolic thinking was compared. According to the integrality of "macro-micro-symbol-symbol" thinking, this study divides the "macro-micro-symbol-symbol" thinking type into three levels. This paper analyzes the thinking of "macroscopic-micro-symbol" in the contents of "chemical change of matter" in the junior middle school chemistry textbooks of "Man Education Edition" and "Lu Education Edition" respectively. Through the analysis and comparison, the corresponding conclusion of this study is: 1) the content choice of junior high school chemistry textbook is similar to that of "Man Education Edition" and "Lu Education Edition". The order of organization is consistent (2) the order of microscopic and symbolic perspectives in the textbooks of "people's Education Edition" and "Lu Jiao Edition" is different. Different thinking types of "Macro-microcosmic-symbol" (3) the level of thinking types of "Macro-Micro- symbol" in textbooks is different from that of "Shandong Education Edition" and "Man Education Edition" and "Lu Jiao Edition". There is a significant difference in the combination of "macro-micro-symbol" and "macro-micro-symbol" between the "Man Education Edition" and the "Lu Education Edition", which reflect the close relationship between the total number of thinking types of "macroscopic, microcosmic and symbolic" and the combination of "human education edition" and "Lu education edition".
【學(xué)位授予單位】：山西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.8

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