中美教材呈现方式对比——以元素周期表为例  

Comparison of Presentation Methods of Textbooks Between Chinese and American——Taking the Periodic Table of Elements as an Example

作　　者：朱静雯 杨天林[1] Zhu Jingwen;Yang Tianlin(School of Chemistry and Chemical Engineering,Ningxia University,Yinchuan 750021,China)

机构地区：[1]宁夏大学化学化工学院

出　　处：《山东化工》2020年第3期179-180,186,共3页Shandong Chemical Industry

摘　　要：教材是教师教与学生学的重要蓝本和基础辅助材料,对教师教学和学生学习有重要指导和参考价值。本文选取我国人民教育出版社出版的《普通高中课程标准实验教科书化学》与美国McGraw-Hill Education出版的化学教材《Chemistry(Concepts and Applications)》,以元素周期表这一板块知识的呈现方式为例,进行分析比较。发现《普通高中课程标准实验教科书化学》呈现过程逻辑性强,内容条理清晰,学习板块丰富,实验运用较多,但知识关联性不够紧密,与生活联系不密切;而《Chemistry(Concepts and Applications)》呈现方式以生活时间顺序为主,知识内容难度相对较大,学习板块灵活,人文历史背景较多,与生活连接紧密,对学生的创新性与数理推理能力要求较高。Textbooks are the most basic auxiliary materials for teachers and students to learn,this article selects Chinese and American chemistry textbooks to carry on comparison.The domestic textbook is“Chemistry”published by People's Education Press,and the textbook is“Chemistry(Concepts and Applications)”published by McGraw-hill Education in United States.Taking the presentation of the periodic table of chemical elements as an example analyzing and comparing them.We found that the domestic textbook presentation process is strong logical,the content is clear,the learning section is rich,and the experimental application also is used more,however,the knowledge relevance in the textbook is weak and not closely related to life.In contrast,American textbooks are mainly presented in the chronological order of life,the content of knowledge is difficult,the learning section is flexible,the humanities historical background is more,and the life is closely connected,but they have higher requirements on innovation ability and mathematical reasoning ability.

关 键 词：中美教材 比较分析 元素周期表 

分 类 号：G42[文化科学—课程与教学论]