高中化学教科书中科学素养内容评价指标体系的构建与应用

发布时间：2018-04-13 17:21

本文选题：化学教科书 + 科学素养　；参考：《四川师范大学》2015年硕士论文

【摘要】：随着新课程改革的推进,有关教科书内容的研究逐渐成为教育研究的热点。同时,全面培养和提高学生的科学素养作为我国科学教育的主要目标,也是当前科学教育研究者最为关切的研究课题之一。本研究是对化学科学素养的内涵及维度分析的基础上,制定一套规范的、可操作的高中化学教科书中科学素养内容评价指标体系,以充实、完善评价理论系统。为评价高中化学教科书中的科学素养内容提供依据,同时为教科书的比较研究提供一个平台。在本研究中,首先通过查阅大量国内外文献对科学素养内容展开研究,细化并制定高中化学教科书中科学素养内容评价指标体系,并运用数学统计(SPSS11.5)的方法对其进行信度检验。同时结合内容分析法开发规范的、具有可操作性的评价工具。研究表明:1.结合内容分析法构建的高中化学教科书中科学素养内容评价指标体系有着规范性、可操作性以及创新性等诸多优点,但受教科书内容和内容分析法本身的限制,同时也存在一些不足,如局限性和研究员的主观臆断等。2.以人教版必修一教材第一章及第二章内容作为研究对象,研究结果显示:知识与技能约占总体的60.71%,科学过程与方法约占总体的20.37%,而过程与方法中的科学思维只占其中的8.16%。由此可见教科书在体现科学素养内容上仍以知识技能层面为主;在情感态度价值观、以及科学技术与社会的关系层面上的体现所用笔墨相对甚少,两个层面所有内容还不及总体的五分之一;同时体现科学思维的内容却更是屈指可数。3.结合内容分析法构建的高中化学教科书中科学素养内容评价指标体系可有效地评价高中化学教科书是否体现了科学素养的基本情况。同时可指导教师教学,使得教师在教学中应用教科书时有的放矢。
[Abstract]:With the development of the new curriculum reform, the research on textbook content has gradually become the focus of educational research.At the same time, cultivating and improving students' scientific literacy is the main goal of science education in China, and it is also one of the most concerned research topics of current scientific education researchers.Based on the analysis of the connotation and dimension of chemical scientific literacy, a set of standard and operable evaluation index system of scientific literacy content in senior high school chemistry textbook is established to enrich and perfect the evaluation theory system.It provides a basis for evaluating the content of scientific literacy in high school chemistry textbooks, and provides a platform for the comparative study of textbooks.In this study, the scientific literacy content is studied by consulting a large number of domestic and foreign literature, and the evaluation index system of scientific literacy content in senior high school chemistry textbooks is refined and formulated, and the reliability test is carried out by using the method of mathematical statistics SPSS 11.5.At the same time combined with content analysis to develop standardized, operational evaluation tools.The study shows that 1: 1.The evaluation index system of scientific literacy content in high school chemistry textbooks constructed by content analysis method has many advantages, such as standardization, maneuverability and innovation, but it is limited by the textbook content and content analysis method itself.At the same time, there are some shortcomings, such as limitations and subjective assumptions of researchers. 2.Taking the contents of the first and second chapters of the first textbook of the compulsory course of human education as the research object, the results show that knowledge and skills account for about 60.71% of the total, the scientific process and method account for 20.37% of the total, and the scientific thinking in the process and method only accounts for 8.16% of the total.It can be seen from this that the textbooks still focus on knowledge and skills in reflecting the content of scientific literacy, and relatively little is used in the embodiment of emotional attitude and values, as well as the relationship between science and technology and society.All content on both levels is less than 1/5 of the total; at the same time, the content of scientific thinking is few. 3.The evaluation index system of science literacy content in high school chemistry textbook constructed by content analysis method can effectively evaluate whether high school chemistry textbook reflects the basic situation of science literacy.At the same time, it can guide teachers to use textbooks in teaching.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.8

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