中学化学史教育教学现状及问题研究
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摘要
化学史是化学教育教学的一个古老而又年轻的话题,国际国内学者对于化学史教育教学的研究从未停止。特别是国际科学教育的发展和我国的新课程改革对化学史的教育教学提出了更高的要求,迫切需要加强对化学史教育教学的理论与实践的研究。同时,化学史独特的研究视角决定了把化学史融入到化学教育教学中有助于学生科学素养的形成,为正在进行的化学新课程改革提供新的突破口。
论文的主要内容如下:
第一部分绪论。该部分主要阐明了本文的研究背景、研究问题的提出以及研究意义。此外,还进一步交代了本文所采用的文献研究法、问卷调查法和访谈调查法等研究方法。
第二部分是对国际国内科学史(化学史)教育教学历史沿革的综述。这部分追溯了国际国内科学史(化学史)教育教学的历史沿革,试图从国际国内科学史(化学史)教育教学的发展历程中,找出不同时期对科学史(化学史)教育教学研究的侧重点,理性分析其优势与弊端,吸收借鉴其经验与教训,以便促进我国化学史教育教学的发展。
第三部分和第四部分是论文的主体部分。在主体部分中,对化学史教育教学现状、存在的问题及影响因素进行了分析。这部分主要是结合文献统计的结果、教师问卷调查的分析以及教师访谈的整理加以阐述,通过对当前中学化学史教育教学现状的描述,针对性地提出了当前化学史教育教学中存在的问题,并对导致这些问题的影响因素加以分析,进一步阐明了研究的内容。
第五部分是研究的结论与建议。针对当前化学史教育教学的现状、存在的问题以及影响因素的分析,得出研究的结论,并对中学化学史教育教学的顺利开展提出相关的几点建议。
本文不仅对国际国内化学史教育教学理论研究进行了系统的梳理,而且对我国中学化学史教育教学现状、存在的问题及影响因素进行了深入的分析。希望通过本研究推动中学化学史教育教学理论研究的深化、实施方式方法的创新,进而有力推动化学新课程改革的顺利进行。
The history of chemistry is an ancient and young topic in chemical education and instruction, the research on which has not been ceased by scholars at home and abroad till now. In particular, the higher demands on the education and instruction in history of chemistry made by the development of international scientific education and new curriculum reform in China have an urgent need to enhance the theoretical and practical study. Meanwhile, the unique angle on the history of chemistry has been decided to merge the history of chemistry with chemical education and instruction, which is helpful to form students’scientific literacy and provide new breakthrough for the new chemistry curriculum reform.
The thesis contains the main contents as follows:
The first part is introduction, which primarily denotes the background, research questions, purpose and significance. In addition, it also further accounts for the research methods such as literature review, questionnaire, interview, etc.
The second part summarizes the history evolution of the education and instruction in history of chemistry at home and abroad. It tries to find out the emphasis point on the study of chemical education and instruction in different stages with the rational analysis of advantages and disadvantages and the use of the experience and lessen for reference so as to promote the development of the education and instruction in history of chemistry in China.
The third and forth parts are the main body of the thesis, namely the analysis of the current situation, problems and key factors influencing the education and instruction in history of chemistry. It presents the problems in the current chemical education and instruction and analyzes influencing factors after the description of the current situation of chemical education and instruction in middle school integrating with the results of statistical analysis of articles, the statistics of questionnaire and the arrangement of interview. The final part is the conclusion and suggestion. It draws a conclusion and makes relevant suggestions aiming at the current situation, problems and factors influencing the education and instruction in history of chemistry.
The thesis not only systematically puts the theoretical study on the education and instruction in history of chemistry in order, but also deeply analyzes the current situation, problems and factors influencing the chemical education and instruction in middle school. Hopefully, the study can be helpful to deepen the theoretical research on the education and instruction in history of chemistry and to innovate the implementation method for the successful promotion of the new chemistry curriculum reform.
论文的主要内容如下:
第一部分绪论。该部分主要阐明了本文的研究背景、研究问题的提出以及研究意义。此外,还进一步交代了本文所采用的文献研究法、问卷调查法和访谈调查法等研究方法。
第二部分是对国际国内科学史(化学史)教育教学历史沿革的综述。这部分追溯了国际国内科学史(化学史)教育教学的历史沿革,试图从国际国内科学史(化学史)教育教学的发展历程中,找出不同时期对科学史(化学史)教育教学研究的侧重点,理性分析其优势与弊端,吸收借鉴其经验与教训,以便促进我国化学史教育教学的发展。
第三部分和第四部分是论文的主体部分。在主体部分中,对化学史教育教学现状、存在的问题及影响因素进行了分析。这部分主要是结合文献统计的结果、教师问卷调查的分析以及教师访谈的整理加以阐述,通过对当前中学化学史教育教学现状的描述,针对性地提出了当前化学史教育教学中存在的问题,并对导致这些问题的影响因素加以分析,进一步阐明了研究的内容。
第五部分是研究的结论与建议。针对当前化学史教育教学的现状、存在的问题以及影响因素的分析,得出研究的结论,并对中学化学史教育教学的顺利开展提出相关的几点建议。
本文不仅对国际国内化学史教育教学理论研究进行了系统的梳理,而且对我国中学化学史教育教学现状、存在的问题及影响因素进行了深入的分析。希望通过本研究推动中学化学史教育教学理论研究的深化、实施方式方法的创新,进而有力推动化学新课程改革的顺利进行。
The history of chemistry is an ancient and young topic in chemical education and instruction, the research on which has not been ceased by scholars at home and abroad till now. In particular, the higher demands on the education and instruction in history of chemistry made by the development of international scientific education and new curriculum reform in China have an urgent need to enhance the theoretical and practical study. Meanwhile, the unique angle on the history of chemistry has been decided to merge the history of chemistry with chemical education and instruction, which is helpful to form students’scientific literacy and provide new breakthrough for the new chemistry curriculum reform.
The thesis contains the main contents as follows:
The first part is introduction, which primarily denotes the background, research questions, purpose and significance. In addition, it also further accounts for the research methods such as literature review, questionnaire, interview, etc.
The second part summarizes the history evolution of the education and instruction in history of chemistry at home and abroad. It tries to find out the emphasis point on the study of chemical education and instruction in different stages with the rational analysis of advantages and disadvantages and the use of the experience and lessen for reference so as to promote the development of the education and instruction in history of chemistry in China.
The third and forth parts are the main body of the thesis, namely the analysis of the current situation, problems and key factors influencing the education and instruction in history of chemistry. It presents the problems in the current chemical education and instruction and analyzes influencing factors after the description of the current situation of chemical education and instruction in middle school integrating with the results of statistical analysis of articles, the statistics of questionnaire and the arrangement of interview. The final part is the conclusion and suggestion. It draws a conclusion and makes relevant suggestions aiming at the current situation, problems and factors influencing the education and instruction in history of chemistry.
The thesis not only systematically puts the theoretical study on the education and instruction in history of chemistry in order, but also deeply analyzes the current situation, problems and factors influencing the chemical education and instruction in middle school. Hopefully, the study can be helpful to deepen the theoretical research on the education and instruction in history of chemistry and to innovate the implementation method for the successful promotion of the new chemistry curriculum reform.
引文
[1]Ennis,R H (1979).Research in philosophy of science bearing on science education. Quoted in Michae L R Matthews (1998),op.cit.p.988.
[2]袁维新.科学史教育的哲学透视[J].淮阴师范学院学报,2006,28(3):285-290.
[3]Lakatos,I (1971). History of science and its rational reconstructions. Quoted in Michael R Matthews (1998),op.cit.p.992.
[4][37]丁邦平.HPS 教育与科学课程改革[J].比较教育研究,2000(6):7,10.
[5][6]中华人民共和国教育部制订.全日制义务教育化学课程标准(实验稿)[S].北京:北京师范大学出版社,2001.33,23.
[7]姚宏杰.科学史与科学教育——《科学革命的结构》给我们的启示[J].科学大众,2006(10):6-8.
[8]王芳,吴星.利用化学史料强化学生的科学探究意识[J].中学化学教学参考,2005(1-2):7-8.
[9]魏冰.科学史、科学哲学和科学教学[J].比较教育研究,1999(3):52-54.
[10]刘兵.新人文主义的桥梁[M].济南:山东人民出版社,2002.
[11][16]刘兵.基础科学教育改革与科学史.触摸科学[M].福州:福建教育出版社,2000.177,175.
[12]曹磊,谭树杰.各国物理教学改革剖析[M].上海:上海教育出版社,1996.98.
[13]American Association for the Advancement of Science (AAAS).(1989) Project 2061:Science for all Americans. Washington,DC:Author.
[14]常初芳.国际科技教育进展[M].北京:科学出版社,1999.35.
[15]孙可平,邓小丽.理科教育展望[M].上海:华东师范大学出版社,2002.289.
[17]鲍时安,张家登.化学史教育与教学[J].化学教育,2000(1):44-46.
[18]中国自然辩证法研究会化学化工专业组.化学哲学基础 [M].北京:科学出版社,1986.
[19]陈耀亭.论化学史教育教学.陈耀亭教育文集[M].北京:中国劳动出版社,1992.56-64.
[20][23]王允珉.中学化学教学法[M].上海:华东师范大学出版社,1990.51,52.
[21][25]陈耀亭,刘知新,薛人虎,孙志宽,梁慧姝.中学化学教材教法(第二版)[M].北京:北京师范大学出版社,1992.153,154.
[22]杨先昌.中学化学教学法[M].武汉:湖北教育出版社,1983.71.
[24][26][27]刘知新.化学教学论(第二版)[M].北京:高等教育出版社,1990.138,141,142.
[28]杨庆元.中学化学史教育综述[J].化学教育,2006(11):61-62.
[29]曾凡芝.初中化学教科书中化学史的渗透[J].柳州师专学报,2003,18(3):114-117.
[30]魏冰.化学教材中的“伴随含义”[J].化学教学,2004(12):4-6.
[31]李艳梅,郑长龙,李德才.《义务教育化学教科书中化学史教育内容的选择与呈现》[J].化学教育,2007(5):61-63.
[32][43]丁邦平.科学元勘与科学教学改革的两种模式[J].全球教育展望,2001(11):52,50.
[33][38][46]Wandersee J,& Griffard P (2002) Chapter 2-The history of chemistry:Potential and actual contributions to chemical education. In Gilbert J K et al.(eds.)Chemical Education : Towards Research-based Practice(pp.29 — 46). Nertherlands:Kluwer Academic Publishers.
[34]秦婷.基于化学史教育的高中校本课程开发[D].四川师范大学,2006.
[35]梁慧姝,郑长龙.化学实验论[M].南宁:广西教育出版社,1996.187-188.
[36]李凤燕.化学史教育的理论和实践研究[D].西南师范大学,2005.30.
[39]汪斌权,陈卫君.几道高考化学史试题赏析及思考[J].化学教育,2008(2):41.
[40]余方喜.一道化学史练习题编制引起的思考[J].化学教学,2005(1-2):112-115.
[41]Lederman,N G (1992). Students' and teachers' coneplions of the nature of science:A review of the research. Journal of Research in Science Teaching,29(4),331-359.
[42]William A Sandoval,Kathryn Morrisom(2003).High School Students' Ideas about Theory and Theory Change after a hiological Inquiry Unit. Journal of Research in Science Teaching Vol.40. No.4 pp.369-392.
[44]Lochhead J ,Dufresene R Helping Students Understand Difficult Science Concepts Through the Us of Dialogues with History [A].Don Emil Herget. The history and philosophy of science in science teaching[C].Tallahassee Florida:Science Education and Department of Philosophy Florid State University.1989.221-229.
[45]Matthews Michael R In defense of modest goals when teaching about the nature ofscience [J].Journal of Research in Science Teaching,1998,35(2):161-174.
[47]R Millar,R Driver. Beyond processes [J].Studies in Science Education,1987(14):33-62.
[48]Leite L (2002) History of science in science education:development and validation of a checklist for analysing the historical content of science textbooks. Science & Education 11:333-359.
[49]袁维新.简论科学本质观的类型与特征[J].科学技术与辩证法,2006(01):17-21.
[50]魏冰.科学史、科学哲学和科学教学[J].比较教育研究,1999(03):52-54.
[51]梁永平.理科教师的科学本质观对科学教育的影响[J].山西师大学报(社会科学版),2006(1):119-121.
[52]梁永平.理科教师科学本质教学话语的重建[J].教育理论与实践,2005(13):61-64.
[53]袁维新.科学的本质与科学本质教育[J].课程·教材·教法,2004(7):68-73.
[54]梁永平.理科教师科学本质教学行为自我监控案例[J].化学教育,2005(11):38-40.
[55]中华人民共和国教育部制订.普通高中化学课程标准(实验)[S].北京:人民教育出版社, 2003.
[56]郑长龙.化学课程与教学论[M].长春:东师范大学出版社,2005.
[57]袁翰青,应礼文合编.化学重要史实[M].北京:人民教育出版社,2000.
[58]山冈望著.化学史传[M].北京:商务印书馆,1995.
[59]柏廷顿著,胡作玄译.化学简史[M].桂林:广西师范大学出版社,2003.
[60]Brock,W H (1989). History of science in British schools past,present & future. In M. shortland & A Warwick(Eds.) Teaching the History of science. Oxford Basil Blackwell p.31.
[61]Monk,M & Osborne,J (1997).op.cti.p.408
[62]刘德华.科学教育的人文价值[M].成都:四川教育出版社,2003.225-237.
[2]袁维新.科学史教育的哲学透视[J].淮阴师范学院学报,2006,28(3):285-290.
[3]Lakatos,I (1971). History of science and its rational reconstructions. Quoted in Michael R Matthews (1998),op.cit.p.992.
[4][37]丁邦平.HPS 教育与科学课程改革[J].比较教育研究,2000(6):7,10.
[5][6]中华人民共和国教育部制订.全日制义务教育化学课程标准(实验稿)[S].北京:北京师范大学出版社,2001.33,23.
[7]姚宏杰.科学史与科学教育——《科学革命的结构》给我们的启示[J].科学大众,2006(10):6-8.
[8]王芳,吴星.利用化学史料强化学生的科学探究意识[J].中学化学教学参考,2005(1-2):7-8.
[9]魏冰.科学史、科学哲学和科学教学[J].比较教育研究,1999(3):52-54.
[10]刘兵.新人文主义的桥梁[M].济南:山东人民出版社,2002.
[11][16]刘兵.基础科学教育改革与科学史.触摸科学[M].福州:福建教育出版社,2000.177,175.
[12]曹磊,谭树杰.各国物理教学改革剖析[M].上海:上海教育出版社,1996.98.
[13]American Association for the Advancement of Science (AAAS).(1989) Project 2061:Science for all Americans. Washington,DC:Author.
[14]常初芳.国际科技教育进展[M].北京:科学出版社,1999.35.
[15]孙可平,邓小丽.理科教育展望[M].上海:华东师范大学出版社,2002.289.
[17]鲍时安,张家登.化学史教育与教学[J].化学教育,2000(1):44-46.
[18]中国自然辩证法研究会化学化工专业组.化学哲学基础 [M].北京:科学出版社,1986.
[19]陈耀亭.论化学史教育教学.陈耀亭教育文集[M].北京:中国劳动出版社,1992.56-64.
[20][23]王允珉.中学化学教学法[M].上海:华东师范大学出版社,1990.51,52.
[21][25]陈耀亭,刘知新,薛人虎,孙志宽,梁慧姝.中学化学教材教法(第二版)[M].北京:北京师范大学出版社,1992.153,154.
[22]杨先昌.中学化学教学法[M].武汉:湖北教育出版社,1983.71.
[24][26][27]刘知新.化学教学论(第二版)[M].北京:高等教育出版社,1990.138,141,142.
[28]杨庆元.中学化学史教育综述[J].化学教育,2006(11):61-62.
[29]曾凡芝.初中化学教科书中化学史的渗透[J].柳州师专学报,2003,18(3):114-117.
[30]魏冰.化学教材中的“伴随含义”[J].化学教学,2004(12):4-6.
[31]李艳梅,郑长龙,李德才.《义务教育化学教科书中化学史教育内容的选择与呈现》[J].化学教育,2007(5):61-63.
[32][43]丁邦平.科学元勘与科学教学改革的两种模式[J].全球教育展望,2001(11):52,50.
[33][38][46]Wandersee J,& Griffard P (2002) Chapter 2-The history of chemistry:Potential and actual contributions to chemical education. In Gilbert J K et al.(eds.)Chemical Education : Towards Research-based Practice(pp.29 — 46). Nertherlands:Kluwer Academic Publishers.
[34]秦婷.基于化学史教育的高中校本课程开发[D].四川师范大学,2006.
[35]梁慧姝,郑长龙.化学实验论[M].南宁:广西教育出版社,1996.187-188.
[36]李凤燕.化学史教育的理论和实践研究[D].西南师范大学,2005.30.
[39]汪斌权,陈卫君.几道高考化学史试题赏析及思考[J].化学教育,2008(2):41.
[40]余方喜.一道化学史练习题编制引起的思考[J].化学教学,2005(1-2):112-115.
[41]Lederman,N G (1992). Students' and teachers' coneplions of the nature of science:A review of the research. Journal of Research in Science Teaching,29(4),331-359.
[42]William A Sandoval,Kathryn Morrisom(2003).High School Students' Ideas about Theory and Theory Change after a hiological Inquiry Unit. Journal of Research in Science Teaching Vol.40. No.4 pp.369-392.
[44]Lochhead J ,Dufresene R Helping Students Understand Difficult Science Concepts Through the Us of Dialogues with History [A].Don Emil Herget. The history and philosophy of science in science teaching[C].Tallahassee Florida:Science Education and Department of Philosophy Florid State University.1989.221-229.
[45]Matthews Michael R In defense of modest goals when teaching about the nature ofscience [J].Journal of Research in Science Teaching,1998,35(2):161-174.
[47]R Millar,R Driver. Beyond processes [J].Studies in Science Education,1987(14):33-62.
[48]Leite L (2002) History of science in science education:development and validation of a checklist for analysing the historical content of science textbooks. Science & Education 11:333-359.
[49]袁维新.简论科学本质观的类型与特征[J].科学技术与辩证法,2006(01):17-21.
[50]魏冰.科学史、科学哲学和科学教学[J].比较教育研究,1999(03):52-54.
[51]梁永平.理科教师的科学本质观对科学教育的影响[J].山西师大学报(社会科学版),2006(1):119-121.
[52]梁永平.理科教师科学本质教学话语的重建[J].教育理论与实践,2005(13):61-64.
[53]袁维新.科学的本质与科学本质教育[J].课程·教材·教法,2004(7):68-73.
[54]梁永平.理科教师科学本质教学行为自我监控案例[J].化学教育,2005(11):38-40.
[55]中华人民共和国教育部制订.普通高中化学课程标准(实验)[S].北京:人民教育出版社, 2003.
[56]郑长龙.化学课程与教学论[M].长春:东师范大学出版社,2005.
[57]袁翰青,应礼文合编.化学重要史实[M].北京:人民教育出版社,2000.
[58]山冈望著.化学史传[M].北京:商务印书馆,1995.
[59]柏廷顿著,胡作玄译.化学简史[M].桂林:广西师范大学出版社,2003.
[60]Brock,W H (1989). History of science in British schools past,present & future. In M. shortland & A Warwick(Eds.) Teaching the History of science. Oxford Basil Blackwell p.31.
[61]Monk,M & Osborne,J (1997).op.cti.p.408
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