不同版本化学必修教材中理论性知识的比较研究

发布时间：2018-05-05 19:28

本文选题：教材分析 + 理论性知识　；参考：《山东师范大学》2017年硕士论文

【摘要】：随着新课改的实施,教材也相应发生了新的变化,由原来的“一纲一本”变为“一纲多本”的现状。高中化学必修教材中理论性知识占有很大比重,不同版本教材中理论性知识的编排具有一定的差异。本文选取现行的三个版本高中化学必修教材,并以其中的理论性知识作为研究对象,进行了比较分析。这将对教师合理选取和使用教材、优化理论性知识的教学实践起到积极的作用。本文主要采取文本分析和比较分析两种方法,对人教版、苏教版、鲁科版三个版本必修1、2教材中所涉及的理论性知识进行分析比较。研究内容如下:首先对教材中的理论性知识与课程标准中的内容要求进行一致性分析,研究发现:三版本教材都以课程标准为依据选择化学内容,其理论性知识的选择均满足了课标的要求,但在内容标准要求的基础上又根据教材编写的需要对相关“理论性知识”进行了适当的扩充,扩充的内容分散在不同的部分且不尽相同,各具特色。其次,对内容组织编排进行比较分析。研究发现:在理论性知识编排结构方面,人教版必修1和鲁科版必修1都属于“集中式”的组织编排方式,以“概念群”为单位进行组织编排。苏教版倾向于“分散式”的组织编排方式。在理论性知识具体编排特点方面,除了集中式编排和分散式编排以外,不同版本教材在穿插式编排和镶嵌式编排方面也有很大的不同。最后,对内容呈现从整体和具体两方面进行比较分析。得出三个版本必修教材各自在栏目呈现方面的特点并以“物质的量”为例分析三者在具体内容呈现方面的差异与特色。
[Abstract]:With the implementation of the new curriculum reform, new changes have taken place in the teaching materials. Theoretical knowledge occupies a large proportion in required high school chemistry textbooks, and the arrangement of theoretical knowledge in different versions of textbooks is different. In this paper, three versions of required textbooks for senior high school chemistry are selected, and the theoretical knowledge is taken as the research object. This will play a positive role in the rational selection and use of teaching materials and the optimization of teaching practice of theoretical knowledge. This paper mainly adopts two methods, text analysis and comparative analysis, to analyze and compare the theoretical knowledge involved in the required 1 / 2 textbooks for the three versions of the "people Education Edition", "Su Jiao Edition" and "Lu Ke Edition". The research contents are as follows: firstly, the consistency analysis of the theoretical knowledge in the textbook and the requirement of the content in the curriculum standard is carried out, and it is found that the three versions of the textbook are based on the curriculum standard to select the chemical content. The choice of theoretical knowledge meets the requirements of the curriculum standard, but on the basis of the requirements of the content standard, it expands the relevant "theoretical knowledge" according to the needs of the textbook compilation. The expanded content is scattered in different parts and has its own characteristics. Secondly, the content organization arrangement carries on the comparative analysis. It is found that in the aspect of theoretical knowledge arrangement structure, both the compulsory course 1 and the required course 1 belong to the "centralized" organizational arrangement mode, with "concept group" as the unit. The Soviet version tends to be organized in a "decentralized" way. In terms of the characteristics of theoretical knowledge, in addition to centralized arrangement and decentralized arrangement, different versions of textbooks also have great differences in interspersed arrangement and mosaic arrangement. Finally, the content of the presentation from the overall and specific aspects of comparative analysis. The characteristics of the three versions of compulsory textbooks in column presentation are obtained, and the differences and characteristics of the three versions in the presentation of specific contents are analyzed by taking "quantity of matter" as an example.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.8

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