| 在雷同国际课程改造的配景之下,列国纷纭停止了新一轮化学课程改造。我国在自创美国、日本、英国等蓬勃国度的文科课程改造的经历的基本上,于2001年停止了第8次课程改造,2003年公布了通俗高中化学课程尺度(试验);韩国事在总结、自创东方蓬勃国度课程改造的经历的基本之上,于1997年开端停止了第7次课程改造,公布了迷信与教导课程。在我国化学课程改造中,中、外化学课程的比较研究是我国化学课程改造的基本。个中,教科书的比拟研究是课程比拟研究中的主要范畴,旨在经由过程比拟研究,自创国外课程改造的胜利的地方、汲取精髓,为我国的教科书扶植供给参考根据。本研究选用了在中韩两国新一轮课程改造中各具代表性的高中化学教科书,即我国国民教导出书社出书的高中化学教科书与韩国中心教导复兴研究所出书的高中化学教科书作为比拟研究的对象,采取了文献查询拜访法、访谈法、数据统计、比较研究的办法,对中韩两国高中化学教科书研发的汗青及两国新一轮课程改造教科书的研发配景、中韩两国高中化学教科书的评价、中韩两国高中化学教科书的重要部门—构造和内容予以比拟研究,停止成因剖析,得出了以下结论1、对中、韩两国高中化学教科书研发的过程停止研究发明我国高中化学教科书阅历了从“临盆中间”成长到“学科常识中间”、“社会成绩中间”,再到“进步迷信素养教导”的研发过程;韩国高中化学教科书阅历了从“学科中间”成长到“生涯中间”、“学问中间”,再到“以工资本”的研发过程。可知,两国高中化学教科书研发的过程是邻近的。2、对中、韩两国高中化学课程设置停止比拟研究发明我国采取了2个?/6个选修的模块式设置,韩国采取了综公道科到分科文科的科目设置。3、对两国新一轮课程改造的配景予以剖析,成果注解固然韩国的课程改造先于我国4年,但课程改造的配景类似,以建构主义实际为指点思惟,以进步先生的迷信素养为本次课改的理念,将迷信研讨作为课改的冲破口。两国高中化学教科书表现出雷同的课程理念。4、对中韩两国高中化学教科书的构造和教科书内容(内容出现、内容组织和习题部门)停止了比拟研究,得出了雷同点和分歧点。针对上述研究成果,提出了以下建议1、增强我国高中化学教科书中迷信研讨运动的体系性和条理性。2、增长教科书中相干STS教导的内容。3、教科书习题的设计要发掘先生的研讨认识。4、发掘处所课程和校本课程的资本。5、进步插图的质量,增长插图的类型。6、增长需要的索引。 Abstract: Under the background of similar international curriculum reform, and have stopped a new round of chemistry curriculum reform. Our country in their own experience of the United States, Japan, Britain and other booming country liberal arts curriculum reform basically, in 2001, stop the eighth curriculum reform, 2003 announced the "ordinary high school chemistry curriculum scale (tests); South Korea in summary, own Oriental vigorous national curriculum reform experience basis, began in 1997 to stopped the seventh curriculum reform, announced the" science and education ". In our country the chemistry curriculum reform, comparative study, chemistry curriculum is the basic chemistry curriculum reform of china. Medium, textbook comparison research is courses comparable research in the main category, aimed at through comparative study own foreign curriculum reform victory, derives the essence, textbook construction supply for China's reference. This study used in China and South Korea a new round of curriculum reform in the typical high school chemistry textbook, which is China's national high school chemistry textbook teaching high school chemistry textbook Yuelu book center and South Korea Institute of the book teaches Renaissance as the object of comparative study, uses literature survey method, interview method, data statistics, a comparative study of the way of Chinese and Korean high school chemistry textbook development history and the new round of curriculum reform of textbook research background, Chinese and Korean high school chemistry textbook evaluation, Chinese and Korean high school chemistry textbook structure and contents of the important departments of comparative study, stop the cause analysis, reached the following conclusions: 1, in the process of and Korean high school chemistry textbook development research inventions of our country high school chemistry textbook experience from "intermediate production" Long to the "common knowledge" in the middle, "social problems" in the middle, to "progress scientific literacy teaching process research and development; South Korea high school chemistry textbook has experienced from the" discipline "in the middle growth to the" career "in the middle," learning "in the middle, and then to" to the wage "of the development process. It is known that the process of the research and development of high school chemistry textbooks in the two countries is close to the. 2, to China, South Korea and China high school chemistry curriculum setting stop comparative study, which was invented in China, take the 2? 6 elective module type setting, South Korea adopted a comprehensive fair, to the division of liberal arts subjects settings. To be 3, the two countries a new round curriculum reform background analysis, results of annotations while South Korea's curriculum reform ahead of China for four years, but similar to the curriculum reform background, based on Constructivism actual guiding ideology, to enhance student's scientific literacy is the idea of the curriculum reform, superstition of curriculum reform as breach. The two high school chemistry textbooks show the same curriculum concept. 4, to China and South Korea high school chemistry textbook structure and content of the textbook (content, content organization and exercise Department) stopped comparative study, draw the similarities and differences. In view of the above research results, puts forward the following suggestions: 1. Strengthen our chemistry textbooks for senior high school students in scientific research movement system and a rational. 2, the contents of the textbooks in the growth of coherent STS teaching. 3, the design of the textbook exercises to explore the understanding of mr.. 4, to explore the local curriculum and school-based curriculum of the capital. 5, the progress of the quality of the illustrations, the type of growth illustrations. 6, the growth needs of the index. 目录: |
