本文關鍵詞： 中美 初中 化學教材 比較研究　出處：《貴州師范大學》2015年碩士論文　論文類型：學位論文

【摘要】：本文的研究對象是中美兩國初中化學教材,即人教版初中《化學》和美國初中主流教材《科學探索者》中的化學部分《物質構成》和《化學反應》。通過對中美兩國初中化學教材的比較,找出兩國在教育思想和教材編寫上的差異,借鑒美國教材編寫的優(yōu)點,找出我國教材的不足,以期為我國初中化學教材的開發(fā)與改革提供參考。通過比較兩國的課程設置背景發(fā)現(xiàn),美國學生比我國學生在初中之前就已經了解了較多的化學常識,以及具備了較強的實驗操作技能;從兩國的課程標準來看,都以培養(yǎng)學生的科學素養(yǎng)為總目標,但美國的課程標準是綜合理科標準,我國的課程標準更加詳細,其中對化學基本概念和基礎原理要求比較嚴格。通過從教材呈現(xiàn)方式以及教材的內容來比較兩國初中化學教材,得出以下結論:兩國教材的課程基本理念大致相同,都體現(xiàn)了科學性與可接受性的統(tǒng)一,在編排上都有利于化學知識的構建;在實驗與探究活動方面,美國教材在化學基本知識的傳遞、綜合能力的培養(yǎng)以及學生的實驗技能等方面要強于我國教材;在教材的整合性方面,美國教材比我國教材更注重與其他學科的聯(lián)系,與學生日常生活聯(lián)系的更加緊密;在習題方面,我國教材的習題理論性強,實踐性弱,但計算方面講的非常深入,美國教材習題簡單,實踐性強;在插圖和語言方面,美國教材設計的更符合初中生的心理特點。根據以上對中美兩國初中化學教材的比較與分析,結合我國國情,得出以下幾點啟示:提高教材印刷與插圖質量,增加實物照片;加強與日常生活相關的化學知識的編寫;完善教材中化學實驗探究活動的設計;重視課程內容的及時更新與反饋。
[Abstract]:The research object of this paper is the junior high school chemistry teaching materials of China and the United States. That is, "composition of matter" and "Chemical reaction" in "Chemistry" and "Chemical reaction" in the main textbook of American Junior Middle School, "Chemistry" and "Science Explorer" in American Junior Middle School. The comparison between Chinese and American junior high school chemistry textbooks is carried out. To find out the differences between the two countries in educational thought and textbook compilation, to draw lessons from the advantages of American textbook compilation, and to find out the shortcomings of our country's textbooks. In order to provide reference for the development and reform of junior high school chemistry teaching materials in our country. By comparing the curriculum setting background of the two countries, it is found that American students have already learned more chemistry common sense than our students before junior high school. From the perspective of the curriculum standards of the two countries, the overall goal is to cultivate students' scientific literacy, but the curriculum standard of the United States is the comprehensive science standard, and the curriculum standard of our country is more detailed. The basic concepts and basic principles of chemistry are strictly required. By comparing the two junior high school chemistry textbooks from the presentation of textbooks and the contents of the textbooks, the following conclusions can be drawn: the basic curriculum concepts of the textbooks in the two countries are roughly the same. Both embody the unity of science and acceptability, and are beneficial to the construction of chemical knowledge in arrangement, and in the aspect of experiment and inquiry, the transfer of basic knowledge of chemistry in American textbooks, The training of comprehensive ability and the experimental skills of students are better than those of our country, in the integration of teaching materials, American textbooks pay more attention to the contact with other subjects than our textbooks, and are more closely related to the daily life of students. In terms of exercises, the exercises of Chinese textbooks are strong in theory and weak in practice, but they are very deep in calculation. The exercises in American textbooks are simple and practical; in terms of illustrations and languages, According to the comparison and analysis of junior high school chemistry teaching materials between China and the United States, combined with the situation of our country, we can draw the following enlightenment: improving the quality of printing and illustrating the textbooks, increasing the physical photographs; Strengthen the compilation of chemistry knowledge related to daily life; perfect the design of chemistry experiment inquiry activity in teaching material; pay attention to the timely updating and feedback of curriculum contents.
【學位授予單位】：貴州師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.8

【參考文獻】

相關碩士學位論文 前2條

1 劉潔;中美小學科學內容標準的比較研究[D];上海師范大學;2013年

2 李偉艷;對俄羅斯八年級化學教材的分析[D];哈爾濱師范大學;2013年

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本文編號：1519858