中美高中教材中“化学平衡”的比较研究
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摘要
"化学平衡"是化学反应原理的重要组成部分,也是学生学习的难点所在.本文通过研究中国和美国高中化学教材中的"化学平衡"设计,比较二者在章节设置、教学引入、学科知识、实验设置、栏目等5个方面的区别,并提出教材编写和教学实践中宜先讲"平衡"再学"速率",以此设计出适合我国教学实际情况的教学设计以供教师借鉴和学习.
Chemical equilibrium is an important part of the principle of chemical reaction,but also the difficulties of students to learn. In this paper,through the comparison of the design of chemical balance in Chinese and American textbooks,it is found that the two places have different characteristics in teaching materials,teaching introduction,subject knowledge,experiment setting and column. Based on this,this paper proposed teaching materials and teaching practice should first talk about " balance" to learn " rate" to promote students to learn the smooth progress,to this end,a teaching design is designed,which can be used for reference by teachers and is suitable for the actual teaching situation in China.
Chemical equilibrium is an important part of the principle of chemical reaction,but also the difficulties of students to learn. In this paper,through the comparison of the design of chemical balance in Chinese and American textbooks,it is found that the two places have different characteristics in teaching materials,teaching introduction,subject knowledge,experiment setting and column. Based on this,this paper proposed teaching materials and teaching practice should first talk about " balance" to learn " rate" to promote students to learn the smooth progress,to this end,a teaching design is designed,which can be used for reference by teachers and is suitable for the actual teaching situation in China.
引文
[1]王后雄.高中化学新课程教学案例研究[M].北京:高等教育出版社,2008:126-130.
[2] PHILLIPS J S.化学:概念与应用[M].王祖浩,译.杭州:浙江教育出版社,2008.
[3]朱鹏涛,周青,杨辉祥.美国高中化学教材中的实验设计[J].化学教育,2007,28(6):17-20+28.
[4]刘强,王磊.美国中学化学教材中的微型实验[J].化学教学,2003(11):28-31.
[5]宋玥,王磊.促进学生认识发展的化学平衡教学设计研究[J].化学教育,2016,37(15):23-32.
[6]吴晗清.高中化学实验教学实践症结与对策探析[J].中国教育学刊,2013(2):68-72.
[7]谢勉.论化学教学中的动态平衡[J].福建教育学院学报,2015(12):89-90.
[8]孟丹丹.中美高中化学教科书中“化学平衡”内容比较分析[J].内蒙古师范大学学报(教育科学版),2017,30(1):115-118.
[9]吴晗清,李丹,赵冬青.“速率”和“平衡”教学亟待澄清的误区[J].化学教学,2017(3):21-25.
[10]吴晗清,郑冬梅.化学教育价值及其实现[J].教育理论与实践,2014,34(2):53-55.
[11]崔海升. STSE教育在高中物理教学中渗透的研究与实践[J].科技资讯,2009(30):234.
[2] PHILLIPS J S.化学:概念与应用[M].王祖浩,译.杭州:浙江教育出版社,2008.
[3]朱鹏涛,周青,杨辉祥.美国高中化学教材中的实验设计[J].化学教育,2007,28(6):17-20+28.
[4]刘强,王磊.美国中学化学教材中的微型实验[J].化学教学,2003(11):28-31.
[5]宋玥,王磊.促进学生认识发展的化学平衡教学设计研究[J].化学教育,2016,37(15):23-32.
[6]吴晗清.高中化学实验教学实践症结与对策探析[J].中国教育学刊,2013(2):68-72.
[7]谢勉.论化学教学中的动态平衡[J].福建教育学院学报,2015(12):89-90.
[8]孟丹丹.中美高中化学教科书中“化学平衡”内容比较分析[J].内蒙古师范大学学报(教育科学版),2017,30(1):115-118.
[9]吴晗清,李丹,赵冬青.“速率”和“平衡”教学亟待澄清的误区[J].化学教学,2017(3):21-25.
[10]吴晗清,郑冬梅.化学教育价值及其实现[J].教育理论与实践,2014,34(2):53-55.
[11]崔海升. STSE教育在高中物理教学中渗透的研究与实践[J].科技资讯,2009(30):234.