本文選題：HPS教育 + 物理教科書　； 參考：《華中師范大學(xué)》2017年碩士論文

【摘要】：HPS主要指的是“科學(xué)史(History)、科學(xué)哲學(xué)(Philosophy)以及科學(xué)社會(huì)學(xué)(Sociology of Science)”。HPS教育已經(jīng)逐漸成為當(dāng)前學(xué)術(shù)界研究的熱點(diǎn)問題,體現(xiàn)了全球科學(xué)教育改革的趨勢(shì)。我國(guó)應(yīng)當(dāng)充分借鑒國(guó)外的先進(jìn)經(jīng)驗(yàn),結(jié)合我國(guó)的實(shí)際情況,將HPS教育同我國(guó)的教育背景有機(jī)結(jié)合并開展研究。本論文選取中、美初中物理教科書作為研究對(duì)象,總的研究問題是中、美初中物理教科書中HPS內(nèi)容的呈現(xiàn)情況如何?存在哪些差異?為回答這一問題,本研究主要圍繞一系列子問題展開:(1)中、美初中物理課程標(biāo)準(zhǔn)中對(duì)HPS內(nèi)容有哪些要求?這些要求有哪些差異?中、美初中物理教科書與其課程標(biāo)準(zhǔn)契合度如何?(2)中、美初中物理教科書中各自融入了多少HPS內(nèi)容?這些HPS內(nèi)容的主類目、子類目完整性及分布情形各自如何?(3)中、美初中物理教科書中的HPS內(nèi)容分別是以什么方式呈現(xiàn)的?(4)中、美初中物理教科書中HPS內(nèi)容分別涉及了哪些知識(shí)點(diǎn)?(5)如何更好的呈現(xiàn)人教版中HPS內(nèi)容?本研究在綜合分析國(guó)內(nèi)外文獻(xiàn)的基礎(chǔ)上,選定內(nèi)容分析法作為研究的主要方法,并形成了研究工具和比較維度。對(duì)中美初中物理教科書中的各HPS內(nèi)容類目和比較維度分別編碼統(tǒng)計(jì),再進(jìn)行定量分析和典型案例的定性分析。最終本研究結(jié)論如下:(1)中、美物理課標(biāo)中的HPS要求主要有HPS內(nèi)容顯隱性、可操作性、遞進(jìn)性、HPS內(nèi)容完整性4個(gè)方面的差異。從HPS內(nèi)容的完整性來看,我國(guó)初中物理課標(biāo)的要求并不十分完整。而我國(guó)教科書中HPS內(nèi)容卻十分完整。符合了我國(guó)課程標(biāo)準(zhǔn)對(duì)HPS內(nèi)容完整性的要求。相較而言,美國(guó)課標(biāo)對(duì)HPS內(nèi)容的要求以及教科書對(duì)HPS內(nèi)容的呈現(xiàn)均十分完整,教材與課標(biāo)一致性良好。(2)中、美兩版教科書中HPS內(nèi)容主類目具有完整性。在數(shù)量上美版教材所包含的HPS內(nèi)容子類目較之中國(guó)更多。主類目的分布上,中美兩版教材略有差別,但都側(cè)重于對(duì)科學(xué)事業(yè)的呈現(xiàn),忽視社會(huì)對(duì)科技的影響的呈現(xiàn)。主類目中科學(xué)史、科學(xué)知識(shí)的本質(zhì)的子類目具有較好的完整性和合理的分布,其余主類目中子類目的完整性和分布情形尚待改善。(3)中美初中物理教科書的呈現(xiàn)方式均以文字加圖表的形式為主,輔助欄目為輔,正文文字為次。總體來看,中美這種圖文結(jié)合并輔助以輔助欄目的呈現(xiàn)方式使得HPS內(nèi)容的呈現(xiàn)通俗易懂,富有趣味性。(4)美版教科書較之人教版在編排HPS內(nèi)容時(shí)涉及了更多物理知識(shí)點(diǎn)。從知識(shí)點(diǎn)所屬的主題來看,中美兩版教科書中HPS內(nèi)容均覆蓋所有主題。(5)在呈現(xiàn)科學(xué)史內(nèi)容時(shí),不僅可以更多的融入科學(xué)本質(zhì)內(nèi)容,還可以更多的采用問句引人深思;呈現(xiàn)科學(xué)知識(shí)的本質(zhì)內(nèi)容時(shí),可以引發(fā)認(rèn)知沖突,實(shí)現(xiàn)觀念轉(zhuǎn)變,讓讀者深刻的體會(huì)科學(xué)知識(shí)的本質(zhì);為了在教科書中更好的呈現(xiàn)科學(xué)事業(yè)內(nèi)容,可以讓其結(jié)合時(shí)間軸進(jìn)行簡(jiǎn)單明了的描述或結(jié)合一個(gè)具體科學(xué)領(lǐng)域進(jìn)行詳實(shí)的描述;在呈現(xiàn)科技對(duì)社會(huì)生活的影響內(nèi)容時(shí),運(yùn)用更多樣化的人物形象加強(qiáng)讀者的直觀認(rèn)識(shí),并可以創(chuàng)設(shè)一些相關(guān)的思考問題,有利于讀者自主思考和學(xué)習(xí);呈現(xiàn)社會(huì)對(duì)科技的影響內(nèi)容時(shí),不但要提及社會(huì)的相關(guān)措施,而且要更深入的講明這一措施所帶來的結(jié)果和影響,強(qiáng)化讀者理解。
[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.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.7

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