中学化学教学中学生化学物质观培养的教学策略研究
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摘要
2001年7月，我国教育部颁布的《全日制义务教育化学课程标准(实验稿)》将培养学生化学物质观列为课程目标之一。因此，对于化学物质观的基本内涵及其教学策略的深入研究，已成为当前化学课程与教学改革中迫切需要解决重要课题。
本文首先通过对化学物质及其相关范畴的深入分析，认为化学物质观应是个体对化学物质所持有的具有一定结构和比较稳定的一种认知趋向。它所具有的动机、选择、解释、建构、迁移、生成和定势等七项功能对学生学习化学会产生重要影响。同时从化学史和化学哲学的角度进行考察，提出直线型化学物质观、三角形型化学物质观、三角锥型化学物质观和三角双锥型化学物质观是目前为止人们头脑中存有的四种化学物质观类型。
其次，结合中学化学课程内容，依据主导型化学物质观由低到高、由浅到深的顺序，将中学生化学物质观的发展划分为五个阶段，并对其特点和内容加以详细论述。
最后，在前面工作基础上，针对化学物质观的特点，认为培养学生化学物质观教学策略应遵循发展性、直接讲解与间接渗透相结合、注重运用化学实验教学、科学逻辑思维和科学方法的渗透以及加强化学学科内外综合的联系等五项原则，可以运用直接教学策略、先行组织者教学策略、自然科学方法论教学策略和培养对化学物质观认知的教学策略等在课堂上促进学生化学物质观的发展。
Cultivating students' views about chemical substance has been one of curriculum aims in Fully Time Compulsory Education Curriculum Standards of Chemistry (experiment draft) that was promulgated in July 2001 by our country department of education. Therefore, lucubrating the meaning and teaching strategy of views about chemical substance, has been an importance problem that was imminently inquired to settle in current reform of chemical curriculum and teaching.
In this thesis, firstly deeply analysis about chemical substance and its relative category, we think that views about chemical substance are some cognize trends that have steady frameworks from individual about chemical substances. Seven functions of views about chemical substance, which are motivation, choose, interpret, establish, transplant, creation and direction, have importance influences students' learning chemistry. Reviewing the history and philosophy of chemistry, we consider that the brains of people exist four kinds of views about chemical substance at the present time, which respectively are Beeline, Triangle, Triangle Prick, Twin Triangle Prick.
Secondly, combining the contents of chemical curriculum, according as dominant views 'ranking from lowness to highness, form superficial to deep, we detached the development of students' views about chemical substance into five phases, particularly discussed their characteristics and contents.
Finally, at the base of these research, aiming at characteristics of views about chemical substance, we think that the teaching strategy that is used to cultivate students' views about chemical substance, should follow five principles, which are respectively expansibility, integrating straightly explain and effect, paying attention to chemical experimentation, influence
from scientific logic thinking and scientific methods, enhancing relations inside and outside of chemistry. Four kinds of effective teaching strategy could promote the development of students' views about chemical substance in class.
本文首先通过对化学物质及其相关范畴的深入分析，认为化学物质观应是个体对化学物质所持有的具有一定结构和比较稳定的一种认知趋向。它所具有的动机、选择、解释、建构、迁移、生成和定势等七项功能对学生学习化学会产生重要影响。同时从化学史和化学哲学的角度进行考察，提出直线型化学物质观、三角形型化学物质观、三角锥型化学物质观和三角双锥型化学物质观是目前为止人们头脑中存有的四种化学物质观类型。
其次，结合中学化学课程内容，依据主导型化学物质观由低到高、由浅到深的顺序，将中学生化学物质观的发展划分为五个阶段，并对其特点和内容加以详细论述。
最后，在前面工作基础上，针对化学物质观的特点，认为培养学生化学物质观教学策略应遵循发展性、直接讲解与间接渗透相结合、注重运用化学实验教学、科学逻辑思维和科学方法的渗透以及加强化学学科内外综合的联系等五项原则，可以运用直接教学策略、先行组织者教学策略、自然科学方法论教学策略和培养对化学物质观认知的教学策略等在课堂上促进学生化学物质观的发展。
Cultivating students' views about chemical substance has been one of curriculum aims in Fully Time Compulsory Education Curriculum Standards of Chemistry (experiment draft) that was promulgated in July 2001 by our country department of education. Therefore, lucubrating the meaning and teaching strategy of views about chemical substance, has been an importance problem that was imminently inquired to settle in current reform of chemical curriculum and teaching.
In this thesis, firstly deeply analysis about chemical substance and its relative category, we think that views about chemical substance are some cognize trends that have steady frameworks from individual about chemical substances. Seven functions of views about chemical substance, which are motivation, choose, interpret, establish, transplant, creation and direction, have importance influences students' learning chemistry. Reviewing the history and philosophy of chemistry, we consider that the brains of people exist four kinds of views about chemical substance at the present time, which respectively are Beeline, Triangle, Triangle Prick, Twin Triangle Prick.
Secondly, combining the contents of chemical curriculum, according as dominant views 'ranking from lowness to highness, form superficial to deep, we detached the development of students' views about chemical substance into five phases, particularly discussed their characteristics and contents.
Finally, at the base of these research, aiming at characteristics of views about chemical substance, we think that the teaching strategy that is used to cultivate students' views about chemical substance, should follow five principles, which are respectively expansibility, integrating straightly explain and effect, paying attention to chemical experimentation, influence
from scientific logic thinking and scientific methods, enhancing relations inside and outside of chemistry. Four kinds of effective teaching strategy could promote the development of students' views about chemical substance in class.
引文
1．杨先碧，阮慎康．化学发展与化学哲学．北京大学学报(哲学社会科学版)，1998(3)：29-37
2．陈晓燕．化学哲学与化学教育的相关性．四川大学学报(社会科学版增刊)，1999(6)：20-24
3．徐光宪．化学的定义、地位作用和任务．化学通报，1997(7)：54-56
4．魏光等．重审人类赖以生存的科学——化学的定义．科学学研究，1998(12)：26-32
7．徐炎章．20世纪现代化学思想发展历史的回顾．商业经济与管理，2001(4)；62-65
8．郭保章，董德．化学史简明教程．北京：北京师范大学出版社，1985(6)
9．化学发展简史编写组．化学发展简史．北京：科学出版社，1980(4)
10．袁翰青，应礼文编著．化学重要史实．北京：人民教育出版社，1989
11．赵匡华编著．化学通史．北京：高等教育出版社，1990
12．[英]道尔顿著，李家玉等译．化学哲学新体系．武汉：武汉出版社，1992(5)
13．张嘉同著．化学哲学．南昌：江西教育出版社，1994
14．[英]罗宾·柯林伍德著，吴国盛，柯映红译．自然的观念．北京：华夏出版社，1999
15．中国自然辩证法研究会化学化工专业组 《化学哲学基础》编委会．化学哲学基础．北京：科学出版社，1986(12)
16．廖正衡．化学学导论．沈阳：辽宁教育出版社，1992(7)
17．陈耀亭，叶树根，许国良．化学史教育的基础化学，北京：科学出版社，1992(5)
18．[日]桥本敬造，市川米太，宫下三郎．自然观的演变——宇宙·物质·生命．北京：北京大学出版社，1988(11)
19．[美]G．C．Pimentel & J．A．Coonrod．化学中的机会——今天和明天．北京：北京大学出版社，1990(10)
20．陈德棉，刘云，陈玉祥．化学科学发展战略．北京：科学技术文献出版社，1994(12)
21．化学思想史编写组编著，化学思想史．长沙：湖南教育出版社，1986(9)．585
22．李晓文，王莹编著．教学策略．北京：高等教育出版社，2000(8)
23．王国炎，卫小周，李国振．马克思主义哲学大辞典．北京：中国广播
电视出版社，1993(2)．33-34
24．哲学名词解释编写组．哲学名词解释(上册)．北京：人民出版社，1974(6)．53
25．章士嵘，卢婉清等．认识论辞典．长春：吉林人民出版社，1984(12)．53-54
26．梁慧姝，郑长龙．化学实验论．南宁：广西教育出版社，1996
27．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，北京：北京师范大学出版社，2001
28. Kathrine K. Eriksen, The Future of Tertiary Chemical Education - A Bildun Focus? International Journal For Philosophy of Chemistry, Volume 8, Number 1, April 2002(pp. 35-48)
29. Shawn B. Allin, Ars Mutandi: Issues in Philosophy and History of Chemistry, International Journal For Philosophy of Chemistry, Volume 7, Number 1, March 2001 (pp. 61-63)
30. Rom Harré, Philosophy of Chemistry. Between the Manifest and the Scientific Image, International Journal For Philosophy of Chemistry Volume 7, Number 2, October 2001,(pp. 178-180)
31. Nikos Psarros, Leipzig, What has Philosophy to offer to Chemistry?, http://www. uni-leipzig.de/～philos/psarros/preprints/what_has_philosophy_to_offer_to_chemistry, html
32. Michael Davis, "Do the Professional Ethics of Chemists and Engineers Differ?" Volume 8, International Journal For Philosophy of Chemistry, Number 1, April 2002, (pp. 21-34)
33．王祖浩．化学学科教学策略的构想．教育研究，1996(9)：72-76
34．李康．教学策略及其类型探析．西北师大学报(社会科学版)，1994(3)：75-78
35．张大均，余林．试论教学策略的基本涵义及其制定依据．课程·教材·教法，1996(9)：6-8
36．徐承波，吴俊明．化学教学设计与实践，北京：民主与建设出版社，1998(1)
37．黄诗笺主编．现代生命科学概论．北京：高等教育出版社，2001．8
2．陈晓燕．化学哲学与化学教育的相关性．四川大学学报(社会科学版增刊)，1999(6)：20-24
3．徐光宪．化学的定义、地位作用和任务．化学通报，1997(7)：54-56
4．魏光等．重审人类赖以生存的科学——化学的定义．科学学研究，1998(12)：26-32
7．徐炎章．20世纪现代化学思想发展历史的回顾．商业经济与管理，2001(4)；62-65
8．郭保章，董德．化学史简明教程．北京：北京师范大学出版社，1985(6)
9．化学发展简史编写组．化学发展简史．北京：科学出版社，1980(4)
10．袁翰青，应礼文编著．化学重要史实．北京：人民教育出版社，1989
11．赵匡华编著．化学通史．北京：高等教育出版社，1990
12．[英]道尔顿著，李家玉等译．化学哲学新体系．武汉：武汉出版社，1992(5)
13．张嘉同著．化学哲学．南昌：江西教育出版社，1994
14．[英]罗宾·柯林伍德著，吴国盛，柯映红译．自然的观念．北京：华夏出版社，1999
15．中国自然辩证法研究会化学化工专业组 《化学哲学基础》编委会．化学哲学基础．北京：科学出版社，1986(12)
16．廖正衡．化学学导论．沈阳：辽宁教育出版社，1992(7)
17．陈耀亭，叶树根，许国良．化学史教育的基础化学，北京：科学出版社，1992(5)
18．[日]桥本敬造，市川米太，宫下三郎．自然观的演变——宇宙·物质·生命．北京：北京大学出版社，1988(11)
19．[美]G．C．Pimentel & J．A．Coonrod．化学中的机会——今天和明天．北京：北京大学出版社，1990(10)
20．陈德棉，刘云，陈玉祥．化学科学发展战略．北京：科学技术文献出版社，1994(12)
21．化学思想史编写组编著，化学思想史．长沙：湖南教育出版社，1986(9)．585
22．李晓文，王莹编著．教学策略．北京：高等教育出版社，2000(8)
23．王国炎，卫小周，李国振．马克思主义哲学大辞典．北京：中国广播
电视出版社，1993(2)．33-34
24．哲学名词解释编写组．哲学名词解释(上册)．北京：人民出版社，1974(6)．53
25．章士嵘，卢婉清等．认识论辞典．长春：吉林人民出版社，1984(12)．53-54
26．梁慧姝，郑长龙．化学实验论．南宁：广西教育出版社，1996
27．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，北京：北京师范大学出版社，2001
28. Kathrine K. Eriksen, The Future of Tertiary Chemical Education - A Bildun Focus? International Journal For Philosophy of Chemistry, Volume 8, Number 1, April 2002(pp. 35-48)
29. Shawn B. Allin, Ars Mutandi: Issues in Philosophy and History of Chemistry, International Journal For Philosophy of Chemistry, Volume 7, Number 1, March 2001 (pp. 61-63)
30. Rom Harré, Philosophy of Chemistry. Between the Manifest and the Scientific Image, International Journal For Philosophy of Chemistry Volume 7, Number 2, October 2001,(pp. 178-180)
31. Nikos Psarros, Leipzig, What has Philosophy to offer to Chemistry?, http://www. uni-leipzig.de/～philos/psarros/preprints/what_has_philosophy_to_offer_to_chemistry, html
32. Michael Davis, "Do the Professional Ethics of Chemists and Engineers Differ?" Volume 8, International Journal For Philosophy of Chemistry, Number 1, April 2002, (pp. 21-34)
33．王祖浩．化学学科教学策略的构想．教育研究，1996(9)：72-76
34．李康．教学策略及其类型探析．西北师大学报(社会科学版)，1994(3)：75-78
35．张大均，余林．试论教学策略的基本涵义及其制定依据．课程·教材·教法，1996(9)：6-8
36．徐承波，吴俊明．化学教学设计与实践，北京：民主与建设出版社，1998(1)
37．黄诗笺主编．现代生命科学概论．北京：高等教育出版社，2001．8