我国化学教学论教材建设历程、问题和展望  

Construction Journey,Issues and Prospects of Chemistry Pedagogy Textbooks in China

作　　者：苏日平 刘一兵 彭兰贞 谭高亮 SU Ri-Ping;LIU Yi-Bing;PENG Lan-Zhen;TAN Gao-Liang(College of Chemistry,Beijing Normal University,Beijing 100875,China;School of Chemistry and Chemical Engineering,Lingnan Normal University,Zhanjiang 524048,China)

机构地区：[1]北京师范大学化学学院,北京100875 [2]岭南师范学院化学化工学院,广东湛江524048

出　　处：《化学教育(中英文)》2025年第2期19-24,共6页Chinese Journal of Chemical Education

基　　金：岭南师范学院2024年度校级课程思政项目(理工类示范课程)“中学化学课程与教学论”。

摘　　要：综合时代变迁、师范教育改革和化学教学论学科发展等多重因素,从中国近代学校化学教育开始以来,将化学教学论教材建设历程划分为萌芽、初建、转型和深化等4个时期。反思化学教学论教材中存在的问题,表明其仍然处于不太成熟的发展阶段。为促进化学教学论教材的进一步发展,需要彰显教材的学科特征性、提升教材的理论功能、凸显教材的体验式建构和促进同类教材群的协同发展。Synthesizing multiple factors such as epochal changes,teacher education reforms,and the discipline development of chemistry pedagogy,the construction journey of chemistry pedagogy textbooks has been divided into four periods since the beginning of school chemistry ed-ucation in China's modern era,namely,germination,nascent,transformation and deepening.Reflecting on the major issues found in chemistry pedagogy textbooks shows that these textbooks are still in a relatively immature stage.To promote the further advancement of chemistry peda-gogy textbooks,it is imperative to highlight its discipline-specific feature,enhance its theoreti-cal function,emphasize its experience-based construction and promote the collaborative develop-ment of similar textbook clusters.

关 键 词：化学教学法 化学教材教法 化学教学论 教材建设 

分 类 号：G63[文化科学—教育学]