本文選題：高中化學(xué)課程 + 有機(jī)化學(xué)��； 參考：《陜西師范大學(xué)》2015年碩士論文

【摘要】：高中化學(xué)課程作為科學(xué)教育的重要組成部分,是高中核心課程之一,對(duì)培養(yǎng)學(xué)生科學(xué)素養(yǎng)、促進(jìn)學(xué)生的全面發(fā)展有著不可替代的作用。隨著基礎(chǔ)教育課程改革的推進(jìn),各國(guó)也紛紛掀起了對(duì)化學(xué)課程的改革。教材是課程的依托,是課程改革理念的直接體現(xiàn),教材的質(zhì)量將直接影響著人才培養(yǎng)的素質(zhì)和課程標(biāo)準(zhǔn)能否落實(shí)。因此,對(duì)教材進(jìn)行比較研究,有助于推進(jìn)我國(guó)新課程改革的進(jìn)行,有利于基礎(chǔ)教育事業(yè)的發(fā)展。有機(jī)化學(xué)是研究有機(jī)化合物的組成、結(jié)構(gòu)、性質(zhì)、制備方法和用途的科學(xué),在高中化學(xué)課程中占據(jù)著非常重要的地位。而在教材的編寫(xiě)中選取哪些知識(shí)才能體現(xiàn)出有機(jī)化學(xué)的學(xué)科特點(diǎn),這些知識(shí)又該如何進(jìn)行編排和呈現(xiàn),以利于學(xué)生有效地進(jìn)行學(xué)習(xí),以促進(jìn)學(xué)生的全面發(fā)展呢?本研究順應(yīng)國(guó)際課程改革的要求,選取世界范圍內(nèi)基礎(chǔ)教育相對(duì)比較發(fā)達(dá)的六個(gè)代表性國(guó)家主流的高中化學(xué)教材(中國(guó)、美國(guó)、日本、新加坡、俄羅斯、澳大利亞的),針對(duì)教材中的有機(jī)化學(xué)內(nèi)容進(jìn)行研究。借鑒前人對(duì)教材分析比較的模型,本研究主要從內(nèi)容的選取、內(nèi)容的編排、內(nèi)容的呈現(xiàn)方式(有機(jī)化合物具體知識(shí)的呈現(xiàn)方式、圖表系統(tǒng)、欄目的設(shè)置)、實(shí)驗(yàn)的設(shè)計(jì)、習(xí)題的設(shè)計(jì)五個(gè)方面分析各國(guó)教材的特點(diǎn),總結(jié)出我國(guó)有機(jī)化學(xué)教材的優(yōu)缺點(diǎn),為我國(guó)教材的編寫(xiě)提供借鑒和啟示。通過(guò)比較研究各國(guó)有機(jī)化學(xué)內(nèi)容的特點(diǎn),得出如下結(jié)論：(1)中國(guó)對(duì)于有機(jī)化學(xué)內(nèi)容的選取較為系統(tǒng)全面,但是太過(guò)于強(qiáng)調(diào)以知識(shí)為中心,教材中體現(xiàn)STS的內(nèi)容選取較少,因此,應(yīng)該注重內(nèi)容選取的均衡化；其次內(nèi)容的選取要注重學(xué)科的綜合性和交叉性。(2)中國(guó)教材中欄目多為問(wèn)題性欄目和活動(dòng)性欄目,說(shuō)明注重培養(yǎng)學(xué)生思考問(wèn)題的能力和實(shí)踐探究能力。相比于國(guó)外,缺乏與信息技術(shù)整合的欄目的設(shè)置。(3)中國(guó)有機(jī)化學(xué)教材中實(shí)驗(yàn)的數(shù)量是所有國(guó)家中最多的,科學(xué)探究作為實(shí)驗(yàn)的一個(gè)重要表現(xiàn)形式,有利于提高學(xué)生的探究能力。但實(shí)驗(yàn)內(nèi)容的設(shè)計(jì)缺乏生活化和趣味性,且對(duì)實(shí)驗(yàn)安全的重視度不夠,有待于進(jìn)一步加強(qiáng)。(4)中國(guó)教材中習(xí)題的數(shù)量較少,且不能滿足各學(xué)習(xí)水平學(xué)生的需要,因此,應(yīng)適當(dāng)增加習(xí)題的數(shù)量,且習(xí)題的層次性和針對(duì)性有待加強(qiáng)。
[Abstract]:As an important part of science education, chemistry curriculum in senior high school is one of the core courses in senior high school, which plays an irreplaceable role in cultivating students' scientific literacy and promoting students' all-round development. With the advancement of the curriculum reform of basic education, many countries have set off the reform of chemistry curriculum one after another. The teaching material is the backing of the curriculum and the direct embodiment of the idea of curriculum reform. The quality of the teaching material will directly affect the quality of talent training and whether the curriculum standard can be carried out. Therefore, the comparative study of teaching materials is helpful to promote the new curriculum reform and the development of basic education. Organic chemistry is a science that studies the composition, structure, properties, preparation methods and applications of organic compounds, which plays an important role in senior high school chemistry curriculum. What knowledge can reflect the characteristics of organic chemistry in the compilation of textbooks, and how to arrange and present these knowledge in order to facilitate the students to learn effectively to promote the overall development of students? In accordance with the requirements of international curriculum reform, this study selects mainstream senior high school chemistry textbooks from six representative countries with relatively developed basic education worldwide (China, the United States, Japan, Singapore, Russia). In Australia, the content of organic chemistry in textbooks is studied. Referring to the previous models of teaching material analysis and comparison, this study mainly from the content selection, content arrangement, content presentation (organic compound specific knowledge presentation, chart system, column setting, experimental design, This paper analyzes the characteristics of teaching materials in various countries from five aspects of exercise design, summarizes the advantages and disadvantages of organic chemistry textbooks in China, and provides reference and inspiration for the compilation of textbooks in China. Through comparative study of the characteristics of organic chemistry content in various countries, the following conclusion is drawn: (1) the selection of organic chemistry content in China is more systematic and comprehensive, but too much emphasis is placed on knowledge as the center, and the content of STS in textbooks is less selected, so, We should pay attention to the equalization of content selection; secondly, we should pay attention to the comprehensive and intersecting nature of subjects in the selection of content.) the columns in Chinese textbooks are mostly problem columns and activity columns. This paper explains how to cultivate students' ability of thinking and practical inquiry. Compared with foreign countries, the number of experiments in Chinese organic chemistry textbooks is the largest in all countries. As an important form of experiment, scientific inquiry is an important form of experiment, which is helpful to improve students' inquiry ability. However, the design of the experiment content is short of life and interest, and the safety of the experiment is not paid enough attention to. It needs to be further strengthened. The number of exercises in Chinese textbooks is less, and it can not meet the needs of students at all levels of study. The number of exercises should be increased, and the levels and pertinence of the exercises need to be strengthened.
【學(xué)位授予單位】：陜西師范大學(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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本文編號(hào)：1790629