中学化学教学中加强物理学知识渗透之初探
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摘要
化学和物理学都属于自然科学范畴,它们是从不同的角度来研究物质的相关性质。因此,它们本身就存在着天然的联系。再从化学与物理学两门科学发展的历程来看,它们之间的联系越来越多,也越来越紧密。化学课程和物理课程是中学的两门基础课程,在中学化学教学中加强物理学知识渗透有如下几方面的作用:(1)有利于克服当前分科课程的弊端;(2)符合当前科学发展的要求,符合科学教育的目标,也符合STS教育的科学发展观;(3)能为学生在“科学领域内”获得对科学本质的理解、统一的科学原理及全面的科学方法创造条件。
以中学化学课本(人教版)中与中学物理学有关的知识按照知识大块、分别就光学、运动学、动力学、热学、稳恒电流、电磁学、气体定律、原子物理学、物态变化等知识与化学学科结合来分析中学化学与物理学知识之间的联系。
针对现今中学化学教学中渗透教学存在的问题及对产生的原因分析,提出如下建议。学校及各级教育部门方面:(1)可加强学科“渗透”教学的宣传力度;(2)为一线的教师提供更多的备课资源;(3)举办一些关于学科渗透教学的培训、讲座、示范课及教学比武等。这些都能够从思想上、教学资源及渗透教学技巧上为一线的教师提供帮助。化学教师方面:(1)从思想上跟上时代的步伐,更新教育观念,放下思想包袱。放下教学是“一心为了学生升学的思想”,树立教育是为了学生全面发展的思想。在中学化学教学过程中树立渗透意识;(2)开阔视野,跳出学科界限;(3)熟悉中学化学及物理学的知识结构,为渗透教学作好铺垫;(4)整体把握教材的知识结构,抓住渗透教学的时机;(5)精心选择教学素材,开展渗透教学,发挥学科间正向迁移作用;(6)将物理学知识有机的融合到化学学科教学中;(7)重视化学史教育;(8)在“过程与方法”上下功夫。
本文采用了文献法、问卷调查法及实验研究等方法。
从当前可查到的文献来看,在中学化学教学中加强物理学知识渗透发表的文章不多,并且在此中的文章多以习题形式展现。对中学化学教学中加强物理学知识渗透的原则和方法研究的更少,且分析得不够全面。因此,全面总结中学化学课程与物理课程知识间的联系,探究在中学化学教学中加强物理学知识渗透的原则和方法,无疑会对当前的新课程改革及中学化学教学有重要的意义。
Physics and chemistry are a natural area and the nature of their relevant materials is studied from the different angles. Therefore, there exists of their own natural links. In the process of scientific development, the link between physics and chemistry has become more and more closely. As the basis of courses in the high school, there are several advantages to strengthen the infiltration of physics during the teaching of chemistry as follows: it is beneficial not only to overcome the drawback of current division courses, but to conform to the current scientific developments, the educational aims and the scientific concept of STS education as well as creating the useful condition for students to understand the scientific nature and the integral of principles and methods comprehensively.
According to the textbooks of chemistry and physics(PEP) in high school, physics can be classified such as optics, kinematics, dynamics, heat, constant current, electromagnetism, gas law, atomic physics, knowledge of state changes, etc and it will be more effective to analyzing chemistry and physics by combining both of them.
About the problems and the causes of emphasizing the infiltration of physics with chemical, I give some suggestions as follows: First, teachers will be benefit a lot in their mind if school and the department of education adapt the infiltration with the resources available by strengthening the importance of it, providing teachers with more resources for their preparations and organizing it through training, lectures, demonstrations or competition, etc. secondly, it will better for teachers themselves such as (1) to renew the conception of education, and put aside ideological baggage so as to keep up with the pace of time; (2) to broaden our horizons, and get out of the discipline lines; (3)to get familiar with the knowledge structure, and pave the way for infiltration of teaching; (4) to choose the teaching materials carefully for teaching in infiltration and the interdisciplinary in various courses; (5) to grasp the knowledge structure of materials, teaching infiltration and seize the opportunity; (6) to combine the organic integration of the knowledge of physics to chemistry subject teaching; (7) to learn chemistry at a scientific domain; (8) to attach the importance of chemical History Education; (9) to make the efforts in "Process and Method"; (10) to pay attention to the links between chemistry and physics by "inquiry learning".
From the avail of current literature, there are few essays studying the emphasis of the infiltration of physics during the chemistry teaching at high school and the situation in the form of essays mostly are based on the exercises. Furthermore, there are fewer essays studying the principles and the methods of combining chemistry and physics as well as lacking their analysis. Therefore, it is significant to reform a new curriculum and chemistry teaching at present by comprehensively summing up the links between physics and chemistry curriculum courses, inquiring the principles and methods of infiltration by strengthening the combination of chemistry and physics in high school.
以中学化学课本(人教版)中与中学物理学有关的知识按照知识大块、分别就光学、运动学、动力学、热学、稳恒电流、电磁学、气体定律、原子物理学、物态变化等知识与化学学科结合来分析中学化学与物理学知识之间的联系。
针对现今中学化学教学中渗透教学存在的问题及对产生的原因分析,提出如下建议。学校及各级教育部门方面:(1)可加强学科“渗透”教学的宣传力度;(2)为一线的教师提供更多的备课资源;(3)举办一些关于学科渗透教学的培训、讲座、示范课及教学比武等。这些都能够从思想上、教学资源及渗透教学技巧上为一线的教师提供帮助。化学教师方面:(1)从思想上跟上时代的步伐,更新教育观念,放下思想包袱。放下教学是“一心为了学生升学的思想”,树立教育是为了学生全面发展的思想。在中学化学教学过程中树立渗透意识;(2)开阔视野,跳出学科界限;(3)熟悉中学化学及物理学的知识结构,为渗透教学作好铺垫;(4)整体把握教材的知识结构,抓住渗透教学的时机;(5)精心选择教学素材,开展渗透教学,发挥学科间正向迁移作用;(6)将物理学知识有机的融合到化学学科教学中;(7)重视化学史教育;(8)在“过程与方法”上下功夫。
本文采用了文献法、问卷调查法及实验研究等方法。
从当前可查到的文献来看,在中学化学教学中加强物理学知识渗透发表的文章不多,并且在此中的文章多以习题形式展现。对中学化学教学中加强物理学知识渗透的原则和方法研究的更少,且分析得不够全面。因此,全面总结中学化学课程与物理课程知识间的联系,探究在中学化学教学中加强物理学知识渗透的原则和方法,无疑会对当前的新课程改革及中学化学教学有重要的意义。
Physics and chemistry are a natural area and the nature of their relevant materials is studied from the different angles. Therefore, there exists of their own natural links. In the process of scientific development, the link between physics and chemistry has become more and more closely. As the basis of courses in the high school, there are several advantages to strengthen the infiltration of physics during the teaching of chemistry as follows: it is beneficial not only to overcome the drawback of current division courses, but to conform to the current scientific developments, the educational aims and the scientific concept of STS education as well as creating the useful condition for students to understand the scientific nature and the integral of principles and methods comprehensively.
According to the textbooks of chemistry and physics(PEP) in high school, physics can be classified such as optics, kinematics, dynamics, heat, constant current, electromagnetism, gas law, atomic physics, knowledge of state changes, etc and it will be more effective to analyzing chemistry and physics by combining both of them.
About the problems and the causes of emphasizing the infiltration of physics with chemical, I give some suggestions as follows: First, teachers will be benefit a lot in their mind if school and the department of education adapt the infiltration with the resources available by strengthening the importance of it, providing teachers with more resources for their preparations and organizing it through training, lectures, demonstrations or competition, etc. secondly, it will better for teachers themselves such as (1) to renew the conception of education, and put aside ideological baggage so as to keep up with the pace of time; (2) to broaden our horizons, and get out of the discipline lines; (3)to get familiar with the knowledge structure, and pave the way for infiltration of teaching; (4) to choose the teaching materials carefully for teaching in infiltration and the interdisciplinary in various courses; (5) to grasp the knowledge structure of materials, teaching infiltration and seize the opportunity; (6) to combine the organic integration of the knowledge of physics to chemistry subject teaching; (7) to learn chemistry at a scientific domain; (8) to attach the importance of chemical History Education; (9) to make the efforts in "Process and Method"; (10) to pay attention to the links between chemistry and physics by "inquiry learning".
From the avail of current literature, there are few essays studying the emphasis of the infiltration of physics during the chemistry teaching at high school and the situation in the form of essays mostly are based on the exercises. Furthermore, there are fewer essays studying the principles and the methods of combining chemistry and physics as well as lacking their analysis. Therefore, it is significant to reform a new curriculum and chemistry teaching at present by comprehensively summing up the links between physics and chemistry curriculum courses, inquiring the principles and methods of infiltration by strengthening the combination of chemistry and physics in high school.
引文
铩? 李申申,文、理学科的相互渗透与结合--当代中外高教改革面临的共同问题[J].高等师范教育研究,1995(02)33-39.
2 胡显章、曾国屏主编,科学技术概念,高等教育出版社,1998年6月第1版.
铩? 赵匡华.化学通史[M].高等教育出版社,1990(5).
4 徐辉.科学·技术·社会[M]。北京师范大学出版社,1999(12).
5 李红艳.基于化学的综合理科教学实验研究[J],2005
铩? http://zhxk.net.裴新宁、胡莉彬.中学生科学素质的内容结构--中学综合学科.
7 袁维新.科学的本质与科学本质教育[J].课程教材教法,2004,(7)
8 孙可平,邓小丽.理科教育展望[M].上海:华东师范大学出版社,2002:126
铩? Lederman N G,Abd-El-Khalick F,Bell R L,Schwartz R.Journal of Research in Science Teaching,2002,39:497-521
铩?0 吴俊明.新课程理念与初中化学课程改革[M].长春:东北师范大学出版社,2003
铩?1 金尚年.自然哲学的演化[M],复旦大学出版社,2001(1).
12 蔡健光,葛华强.物理学的发展[M].光明日报出版社,1990.
13 赵匡华,化学通史[M].高等教育出版社,1990.
铩?4 金尚年.自然哲学的演化[M],复旦大学出版社,2001(79).
15 唐有祺.化学学科的发展历程[J].化学世界,2002,(10):507-510.
铩?6 袁维新.维果茨基的最近发展区理论及其对化学教学的启示[J].外国中小学教育,2003(8)
铩?7 杨敏.建构主义学习理论在化学教学中的应用
铩?8 张成桂.物理知识在化学中的渗透.数理化学习.(高中版)48-54.
铩?9 中国社会科学院语言研究所词典编辑室.现代汉语词典[M].北京:商务印书馆,2005.(1215).
20 肖思敏.交叉与综合中学历史学科渗透的理性思考[M](14)
铩?1 张承利.中学生思想问题及过重学业、心理负担情况调查[J].山东教育,2000(29)
22 孔育梅,郑长龙,周仕东.从学科前沿看中学化学教师素质的调查结果[J].化学教育,2005(2)
铩?3 汪斌权.化学史实在化学教学中的“四何”[J],化学教育,2006(9).
24 李凤艳.运用化学史培养学生的科学素养[J].重庆教育学院学报,2004,(11):14-16
铩?5 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).北京:北京师范大学出版社,2001:6-7
铩?6 吴俊明主编.新课程理念与初中化学课改革[M].东北师范大学出版社,2003:9-11
27 九年级化学课程标准解读
28 高中化学课程标准解读
铩颷1]李申申.文、理学科的相互渗透与结合--当代中外高教改革面临的共同问题[J].高等师范教育研究,1995(02)33-39.
[2]胡显章、曾国屏主编.科学技术概念.高等教育出版社.1998(6).
[3]赵匡华.化学通史[M].高等教育出版社.1990(5).
[4]徐辉.科学·技术·社会[M].北京师范大学出版社.1999(12).
[5]金尚年.自然哲学的演化[M].复旦大学出版社.2001(1).
[6]蔡健光、葛华强.物理学的发展[M].光明日报出版社.1990.
[7]赵匡华.化学通史[M].高等教育出版社.1990.
[8]金尚年.自然哲学的演化[M].复旦大学出版社.2001(79).
[9]唐有祺.化学学科的发展历程[J].化学世界.2002(10)507-510.
[10]袁维新.维果茨基的最近发展区理论及其对化学教学的启示[J].外国中小学教育.2003(8).
[11]杨敏.建构主义学习理论在化学教学中的应用[D].华中师范大学.2006.
[12]李红艳.基于化学的综合理科教学实验研究[J].2005.
[13]裴新宁、胡医莉彬.中学生科学素质的内容结构--中学综合学科.http://zhxk.net.
[14]袁维新.科学的本质与科学本质教育[J].课程教材教法.2004(7).
[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(126).
[16]Lederman N G,Abd-El-Khalick F,Bell R L,Schwartz R.Journal of Research inScience Teaching,2002(39)497-521.
[17]吴俊明.新课程理念与初中化学课程改革[M].长春东北师范大学出版社.2003
[18]李申申.文、理学科的相互渗透与结合--当代中外高教改革面临的共同问题[J].高等师范教育研究,1995(02)33-39.
铩颷19]张成桂.物理知识在化学中的渗透.数理化学习.(高中版)48-54.
[20]中国社会科学院语言研究所词典编辑室.现代汉语词典[M].北京商务印书馆.2005(1215).
[21]肖思敏.交叉与综合中学历史学科渗透的理性思考[D].福建师范大学.2003.
[22]席竹梅.论学科间的相互交叉与渗透[J].运城高等专科学校学报.2001(6).
[23]孔育梅、郑长龙、周仕东.从学科前沿看中学化学教师素质的调查结果[J].化学教育.2005(2).
[24]朱玉佩.理科知识相互渗透教学初探[J].浙江师大学报(自然科学版).2001(02)104-105.
[25]李凤艳.运用化学史培养学生的科学素养[J].重庆教育学院学报.2004(11)14-16.
[26]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).北京师范大学出版社.2001(6-7).
[27]吴俊明主编.新课程理念与初中化学课改革[M].东北师范大学出版社.2003(9-11).
[28]九年级化学课程标准解读.http://www.shulihua.net/
[29]高中化学课程标准解读.http://www.eresdown.com/.
[30]张承利.中学生思想问题及过重学业、心理负担情况调查[J].山东教育.2000(29).
2 胡显章、曾国屏主编,科学技术概念,高等教育出版社,1998年6月第1版.
铩? 赵匡华.化学通史[M].高等教育出版社,1990(5).
4 徐辉.科学·技术·社会[M]。北京师范大学出版社,1999(12).
5 李红艳.基于化学的综合理科教学实验研究[J],2005
铩? http://zhxk.net.裴新宁、胡莉彬.中学生科学素质的内容结构--中学综合学科.
7 袁维新.科学的本质与科学本质教育[J].课程教材教法,2004,(7)
8 孙可平,邓小丽.理科教育展望[M].上海:华东师范大学出版社,2002:126
铩? Lederman N G,Abd-El-Khalick F,Bell R L,Schwartz R.Journal of Research in Science Teaching,2002,39:497-521
铩?0 吴俊明.新课程理念与初中化学课程改革[M].长春:东北师范大学出版社,2003
铩?1 金尚年.自然哲学的演化[M],复旦大学出版社,2001(1).
12 蔡健光,葛华强.物理学的发展[M].光明日报出版社,1990.
13 赵匡华,化学通史[M].高等教育出版社,1990.
铩?4 金尚年.自然哲学的演化[M],复旦大学出版社,2001(79).
15 唐有祺.化学学科的发展历程[J].化学世界,2002,(10):507-510.
铩?6 袁维新.维果茨基的最近发展区理论及其对化学教学的启示[J].外国中小学教育,2003(8)
铩?7 杨敏.建构主义学习理论在化学教学中的应用
铩?8 张成桂.物理知识在化学中的渗透.数理化学习.(高中版)48-54.
铩?9 中国社会科学院语言研究所词典编辑室.现代汉语词典[M].北京:商务印书馆,2005.(1215).
20 肖思敏.交叉与综合中学历史学科渗透的理性思考[M](14)
铩?1 张承利.中学生思想问题及过重学业、心理负担情况调查[J].山东教育,2000(29)
22 孔育梅,郑长龙,周仕东.从学科前沿看中学化学教师素质的调查结果[J].化学教育,2005(2)
铩?3 汪斌权.化学史实在化学教学中的“四何”[J],化学教育,2006(9).
24 李凤艳.运用化学史培养学生的科学素养[J].重庆教育学院学报,2004,(11):14-16
铩?5 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).北京:北京师范大学出版社,2001:6-7
铩?6 吴俊明主编.新课程理念与初中化学课改革[M].东北师范大学出版社,2003:9-11
27 九年级化学课程标准解读
28 高中化学课程标准解读
铩颷1]李申申.文、理学科的相互渗透与结合--当代中外高教改革面临的共同问题[J].高等师范教育研究,1995(02)33-39.
[2]胡显章、曾国屏主编.科学技术概念.高等教育出版社.1998(6).
[3]赵匡华.化学通史[M].高等教育出版社.1990(5).
[4]徐辉.科学·技术·社会[M].北京师范大学出版社.1999(12).
[5]金尚年.自然哲学的演化[M].复旦大学出版社.2001(1).
[6]蔡健光、葛华强.物理学的发展[M].光明日报出版社.1990.
[7]赵匡华.化学通史[M].高等教育出版社.1990.
[8]金尚年.自然哲学的演化[M].复旦大学出版社.2001(79).
[9]唐有祺.化学学科的发展历程[J].化学世界.2002(10)507-510.
[10]袁维新.维果茨基的最近发展区理论及其对化学教学的启示[J].外国中小学教育.2003(8).
[11]杨敏.建构主义学习理论在化学教学中的应用[D].华中师范大学.2006.
[12]李红艳.基于化学的综合理科教学实验研究[J].2005.
[13]裴新宁、胡医莉彬.中学生科学素质的内容结构--中学综合学科.http://zhxk.net.
[14]袁维新.科学的本质与科学本质教育[J].课程教材教法.2004(7).
[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(126).
[16]Lederman N G,Abd-El-Khalick F,Bell R L,Schwartz R.Journal of Research inScience Teaching,2002(39)497-521.
[17]吴俊明.新课程理念与初中化学课程改革[M].长春东北师范大学出版社.2003
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