本文選題：化學(xué)教材 + 物質(zhì)的量　； 參考：《山東師范大學(xué)》2015年碩士論文

【摘要】：21世紀(jì)我國(guó)啟動(dòng)了新一輪的基礎(chǔ)教育課程改革，課程改革帶來(lái)了教材的變化，由原來(lái)的“一綱一本”轉(zhuǎn)變?yōu)楝F(xiàn)在的“一標(biāo)多本”。教材作為課程改革的物化產(chǎn)物，作為課程標(biāo)準(zhǔn)的內(nèi)容載體，是教師進(jìn)行教學(xué)和學(xué)生進(jìn)行學(xué)習(xí)的重要媒介，是學(xué)校正式課程的具體體現(xiàn)，是影響教育教學(xué)水平的重要因素。同時(shí)，“物質(zhì)的量”這一部分內(nèi)容貫穿學(xué)生整個(gè)高中化學(xué)學(xué)習(xí)的始末，它涉及了許多抽象的概念，把人們從宏觀的領(lǐng)域帶到微觀的世界。這部分內(nèi)容是學(xué)習(xí)其它知識(shí)的工具性知識(shí)，同時(shí)也是學(xué)生學(xué)習(xí)的一個(gè)難點(diǎn)問(wèn)題，如果處理不當(dāng)學(xué)生就會(huì)產(chǎn)生更多的相異構(gòu)想，不利于后續(xù)內(nèi)容的學(xué)習(xí)。論文選擇三個(gè)不同版本化學(xué)教材“物質(zhì)的量”內(nèi)容進(jìn)行比較和分析，這對(duì)于教師更好地理解和使用教材，以及有效地開(kāi)展“物質(zhì)的量”教學(xué)具有重要的意義。 本論文主要是針對(duì)化學(xué)教材中“物質(zhì)的量”這部分內(nèi)容進(jìn)行研究，所涉及的教材是三套高中化學(xué)必修一（2012年修訂版）新教材。主要應(yīng)用了文獻(xiàn)研究、比較研究和訪談研究的方法，并且建立了教材分析模型，在模型的基礎(chǔ)上從教材內(nèi)容選擇，內(nèi)容組織，內(nèi)容呈現(xiàn)三個(gè)方面對(duì)三套高中化學(xué)教材中“物質(zhì)的量”這部分內(nèi)容進(jìn)行比較分析。具體分析如下： 內(nèi)容選擇首先是具體分析課程標(biāo)準(zhǔn)的要求，再分析三套高中化學(xué)教材中內(nèi)容的選擇，并且與課程標(biāo)準(zhǔn)做對(duì)比，對(duì)教材中“物質(zhì)的量”這部分內(nèi)容的選擇和課標(biāo)要求的一致性進(jìn)行分析。 內(nèi)容組織首先是分析三套高中化學(xué)必修一教材內(nèi)容的整體組織編排，分析教材編寫者的編寫思路、“物質(zhì)的量”的地位和教材總的編排特點(diǎn)，，再對(duì)教材中和“物質(zhì)的量”相關(guān)的小標(biāo)題進(jìn)行具體分析，分析其表達(dá)方式和編排位置。 內(nèi)容呈現(xiàn)首先是對(duì)三套高中化學(xué)教材中“物質(zhì)的量”這部分內(nèi)容的正文內(nèi)容、欄目設(shè)計(jì)、圖片設(shè)計(jì)和練習(xí)題設(shè)計(jì)進(jìn)行比較分析。包括正文內(nèi)容的陳述、具體概念陳述及其相關(guān)內(nèi)容呈現(xiàn)的比較分析；欄目的構(gòu)成、數(shù)量和欄目分類的比較分析；圖片的數(shù)量、種類和相似圖片的比較分析以及練習(xí)題的數(shù)量、類型及開(kāi)放性程度的比較分析。 筆者又結(jié)合教材中“物質(zhì)的量”的內(nèi)容，對(duì)四名長(zhǎng)期使用魯科版教材的高中化學(xué)教師進(jìn)行訪談。訪談內(nèi)容主要包括教師對(duì)“物質(zhì)的量”的理解，對(duì)教材中這部分內(nèi)容的引入、正文內(nèi)容陳述、公式呈現(xiàn)等的看法以及對(duì)教材中這部分內(nèi)容的具體編寫建議。 筆者通過(guò)對(duì)教材內(nèi)容的分析和比較以及對(duì)教師關(guān)于“物質(zhì)的量”這部分內(nèi)容的訪談，得出相應(yīng)結(jié)論。找出教材中關(guān)于“物質(zhì)的量”這部分內(nèi)容的異同，從教材內(nèi)容選擇、教材內(nèi)容組織和教材內(nèi)容呈現(xiàn)三個(gè)方面提出教材編寫建議，從而為優(yōu)化教材及教師的教學(xué)提供決策依據(jù)。
[Abstract]:In the 21st century, China initiated a new round of basic education curriculum reform, which brought about the change of teaching materials, from the original "one program, one book" to the present "one standard and more books". As the materialized product of the curriculum reform and the content carrier of the curriculum standard, the textbook is an important medium for teachers to teach and students to study, a concrete embodiment of the formal curriculum in schools, and an important factor affecting the level of education and teaching. At the same time, the content of "quantity of matter" runs through the beginning and end of the students' chemistry study in senior high school. It involves many abstract concepts and brings people from the macroscopic field to the microscopic world. This part is a tool knowledge of learning other knowledge, but also a difficult problem for students to learn. If the students are not handled properly, they will produce more different ideas, which is not conducive to the subsequent study of content. This paper selects three different versions of chemistry textbook "quantity of matter" to compare and analyze, which is of great significance for teachers to better understand and use the teaching material and to effectively carry out the teaching of "quantity of matter". This paper mainly focuses on the content of "quantity of matter" in the chemistry textbook, which involves three sets of new textbooks of chemistry compulsory course in senior high school (revised edition in 2012). This paper mainly applies the methods of literature research, comparative study and interview study, and establishes the analysis model of teaching material. On the basis of the model, it chooses the content of the teaching material and organizes the content. The content presents three aspects of the three sets of senior high school chemistry textbook "the quantity of matter" this part of the content of comparative analysis. The specific analysis is as follows: firstly, the content selection is to analyze the requirements of curriculum standards, and then to analyze the selection of contents in three sets of senior high school chemistry textbooks, and to make a comparison with the curriculum standards. This paper analyzes the selection of the content of "quantity of matter" in the textbook and the consistency of the requirements of the curriculum standard. First of all, the content organization is to analyze the overall organization and arrangement of the three sets of senior high school chemistry compulsory courses and one textbook content, to analyze the compilation ideas of the textbook writers, the status of "quantity of matter" and the characteristics of the overall arrangement of the textbooks. Then the subtitles related to the quantity of matter in the textbook are analyzed in detail, and the expression mode and arrangement position are analyzed. The first part of the content presentation is a comparative analysis of the body content, column design, picture design and exercise design of the three sets of senior high school chemistry textbooks "quantity of matter". Including the statement of the text, the comparative analysis of the concrete concept statement and its related contents, the comparative analysis of the composition of the column, the quantity of the column and the classification of the column, the comparative analysis of the number, type and similar picture of the picture, and the number of exercises, Comparative analysis of types and degree of openness. Combined with the content of "quantity of matter" in the textbook, the author interviewed four senior high school chemistry teachers who had been using Luke version of the textbook for a long time. The contents of the interview mainly include the teachers' understanding of "quantity of matter", the introduction of this part of the teaching material, the statement of the text content, the presentation of the formula, and the concrete suggestions for compiling this part of the teaching material. Through the analysis and comparison of the contents of the textbook and the interview with the teachers about the content of "quantity of matter", the author draws the corresponding conclusions. This paper finds out the similarities and differences of the content of "quantity of matter" in the textbook, and puts forward some suggestions for compiling the textbook from three aspects: the selection of the content of the textbook, the organization of the content of the textbook and the presentation of the content of the textbook, so as to provide the decision basis for the optimization of the textbook and the teaching of the teacher.
【學(xué)位授予單位】：山東師范大學(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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