“人教版”和“鲁教版”初中化学教科书“宏观—微观—符号”思维内容的比较研究

发布时间：2018-02-20 08:21

本文关键词： 教科书 “宏观-微观-符号”思维物质的化学变化　出处：《山西师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：《义务教育化学课程标准(2011年版)》指出：义务教育阶段的化学教育,要启迪学生的科学思维。化学科学经过不断发展形成其特有的思维方式；“宏观-微观-符号”思维方式。本文以“人教版”与“鲁教版”教科书“物质的化学变化”主题内容为例,对以下几个问题进行研究：(1)“人教版”初中化学教科书中“物质的化学变化”主题内容体现“宏观-微观-符号”思维的分布及类型情况；(2)“鲁教版”初中化学教科书中“物质的化学变化”主题内容体现“宏观-微观-符号”思维的分布及类型情况；(3)对两个版本初中化学教科书中“物质的化学变化”主题内容体现“宏观-微观-符号”思维情况进行比较。本研究按照“宏观-微观-符号”思维的完整性,将“宏观-微观-符号”思维类型划分了三个水平,分别对“人教版”与“鲁教版”初中化学教科书中“物质的化学变化”内容体现的“宏观-微观-符号”思维情况进行了分析。通过分析与比较,本研究得出的相应结论为：(1)“人教版”与“鲁教版”初中化学教科书内容选择相近,组织顺序一致；(2)“人教版”与“鲁教版”教科书中微观视角与符号视角出现顺序不同,体现的“宏观-微观-符号”思维类型情况不同；(3)“人教版”与“鲁教版”教科书各单元“宏观-微观-符号”思维类型的水平情况不同；(4)“人教版”与“鲁教版”教科书体现“宏观-微观-符号”思维类型总数相近；(5)“人教版”与“鲁教版”教科书“宏观-微观-符号”结合程度存在显著差异。
[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".
【学位授予单位】：山西师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.8

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