基于Flow Map的中美教材“氧化还原反应”难度比较  

Comparison of the Difficulty of Redox Reaction in Chinese and American Textbooks Based on Flow Map

作　　者：王骄阳[1] 闫春更[2] 陈晓娜[1] 周青[1] WANG Jiao-Yang;YAN Chun-Geng;CHEN Xiao-Na;ZHOU Qing(School of Chemistry ＆Chemical Engineering,Shaanxi Normal University,Xi＇an 710119,China;Tongfang CNKI（Beijing）co.,LTD.Shaanxi branch,Xi＇an 710065,China)

机构地区：[1]陕西师范大学化学化工学院,陕西西安710119 [2]同方知网(北京)技术有限公司陕西分公司,陕西西安710065

出　　处：《化学教育（中英文）》2018年第17期14-17,共4页Chinese Journal of Chemical Education

基　　金：国家社会科学基金"十二五"规划2012年度教育学重点课题"中小学理科教材国际比较研究(高中化学)"(课题批准号:AHA120008)

摘　　要：基于Flow Map对中美4种教材"氧化还原反应"内容难度的定量统计表明,中美教材的整合广度和表征深度的差异明显,美国教材的整合广度和表征深度均明显大于中国教材,即美国教材的相关难度较小;质性评价表明,美国教材以"化学变化中的电子"为认识核心,构建了"得失氧—氧的电负性与电子得失—氧化数与电子得失"的认知脉络,采用"电负性"作为先行组织者,更多运用对比与比较、情境推理与解释等信息处理策略,整合了大量的氧化还原反应应用类的知识。Flow Map＇s quantitative statistics of the content difficulty of＂redox reaction＂in Chinese and American textbooks showed that significant differences existed in the integration extent and the representation depth of Chinese and American textbooks,which indicated that higher degree of the latter,namely the relative difficulty of American textbooks was smaller;while the qualitative evaluation manifests that American textbooks which took the ＂electron in chemical changes＂as the understanding core constructed a cognitive context＂gain and loss of oxygen-electronegativity of oxygen and gain or loss of electron-oxidation number and electron gain or loss＂,which applied the＂electronegativity＂as the advance organizer and integrates a large number of application knowledge（oxidation）by using information processing strategies,such as comparison and contrast,context reasoning and interpretation.

关 键 词：氧化还原反应 FLOW MAP 中美教材 整合广度 表征深度 教材难度 

分 类 号：G633.8[文化科学—教育学]