高中有机化学教材“烃类化合物”的国际比较研究  

International Comparison on Hydrocarbon Compounds in High School Organic Chemistry Textbooks from Six Countries

作　　者：冯肖肖 闫春更[2] 谯丹 周礼 周青[1] FENG Xiao-Xiao;YAN Chun-Geng;QIAO Dan;ZHOU Li;ZHOU Qing(Shaanxi Normal University, Xi'an 710119, China;Northwestern Polytechnical University, Xi'an 710072, China;Shenzhen Sheou Yucai Eucation Group, Shenzhen 518067, China;Shenzhen Senior High School, Shenzhen 518034, China)

机构地区：[1]陕西师范大学化学化工学院,陕西西安710119 [2]西北工业大学,陕西西安710072 [3]深圳市蛇口育才教育集团,广东深圳518067 [4]深圳市高级中学,广东深圳518034

出　　处：《化学教育（中英文）》2019年第7期4-8,共5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：基于闫春更等建立的二维度四指标教材难度微观评价模型,重点对中国、美国、新加坡、澳大利亚、日本、英国的高中化学教材中"烃类化合物"内容的整合广度、表征深度进行测评和比较。研究发现6国教材内容的整合广度整体上差异不大,但其表征深度差异明显;美国教材注重学生认识物质的思路和方法的渗透,日本教材注重基本知识与技能的掌握,中国教材将概念诠释与样例分析相融合;英国、新加坡、美国教材注重情境推理或比较等信息处理策略的运用,对学习者学习的引导性较强。Based on the textbook difficulty model-two dimensions and four parameters established by YAN Chun-Geng, this paper mainly focused on evaluation of integrated breadth and characterized depth in the content of hydrocarbon compounds in high school organic chemistry. The countries referred were China, the United States, Singapore, Australia, Japan and the United Kingdom. It was clearly found that the integrated breadth of the content in six countries’ high school chemistry textbooks had no big difference, but the depth of its representation was quite different. American textbook focused on students’ ideas and methods for understanding materials. Japanese textbook focused on basic knowledge and skills. Chinese textbook combined conceptual interpretation with sample analysis. British, Singaporean and American textbooks valued highly on situational reasoning or comparison, which were more instructive for learners.

关 键 词：教材难度 国际比较 烃类化合物 流程图法 

分 类 号：G633.8[文化科学—教育学]