初中化学课程结构的横向衔接性研究
|
摘要
随着21 世纪的到来,新课程标准与新教材的问世,出现了分科与综合相结合的初中理科课程设置格局,给初中理科课程的研究提供了更加广阔的空间。但是,由于各方面的原因,致使初中综合理科课程不能普及,即使在实行理科分科课程的学校中,初中化学课程在结构上与生物学、物理课程也出现了一些重复和脱节,造成教学实践中的浪费或困难。所以,化学与物理、生物学在学校教育中的衔接与综合应该引起广大教育界同仁的注意,关于义务教育阶段科学课程的探讨也应成为理科教育工作者们研究的焦点。
本论文里,我们首先通过相关文献的调研,在科学界定课程、课程结构等概念的基础上,得出化学课程结构的内容,包括:(1)化学课程外部结构,即不同类型的化学课程设置的结构;(2)化学课程内部结构,即不同的化学课程内容按照一定的结合方式和比例关系组成的有机整体,也就是化学课程内容的设置结构。然后,通过对人民教育出版社出版的义务教育课程标准实验教科书生物学、物理和化学的综合分析,以及对初中化学教师和初三新生的问卷调查、访谈,发现目前国内初中化学课程结构在横向衔接性方面存在一定的不足,也就是化学课程的内部结构和外部结构与其他相邻学科课程以及与科学技术、社会生活等的整合性方面存在一定的不足,并且没有成型的策略可以借鉴。因而,本研究在从两个方面对初中化学课程结构的横向衔接性进行分析的基础上,
With the coming of 21century, the publishing of new curricular standards and new textbooks, there has been a situation that the separated setting of science curriculum combines with the integrated in junior high school, which provides more broad spaces for studying science curriculum of junior high school. However, due to many kinds of factors the integrative science curriculum can not be popularized in junior high school, and there are some repetitions and disjointing of the contents and structures between chemistry, biology and physics curriculums even in the junior high schools with the separated science curriculums, which leads some wastes or difficulties in teaching. Therefore, the joining and integrating between chemistry, physics and biology in school education should be extensively given attentions by teaching staff, and the discussion on scientific curriculum should also be the focus of the compulsory education for science teaching staff.
In this thesis, through investigating the corresponding references we first give the contents of the chemistry curriculum structures based on the scientific definitions of curriculum, curriculum structure, and so on. They include: (1) the outer structure of chemistry curriculums, i.e. the setting structure of different types of chemistry curriculums; (2) the inner structure of chemistry curriculums, i.e. the setting structure of chemistry curriculum content, that is to say, contents of different chemistry curriculums can be composed as an organic whole according to one combinative mode or proportion. Then, by systemically investigating experimental textbooks of chemistry, biology and physics with the curricular standard of compulsory
education published by demotic educational publishing company, and by questionnaire and by talking to chemistry teachers and new senior students in junior high school, we find that at present there are some lacks, and is still no a fixed strategy to take a reference on the way of transverse joining characteristics of chemistry curriculum structure, and the way of the integrated characteristics of outer and inner structures between chemistry curriculum with other corresponding science curriculums, and with science, technology and society life. So, we have carefully studied the transverse joining characteristics of chemistry curriculum structure from two aspects, based on which we have presented a set of strategies in order to applying the transverse joining characteristics of the chemistry curriculum structure in junior high school. This dissertation consists of four sections as follows: In the first section, we present our research meaning, domestic and overseas researching status about the transverse joining characteristics of chemistry curriculum structure, as well as the aim, main content and method of our studying. In the second section, we first give the scientific definition of curriculum, curriculum structure and chemistry curriculum structure, as well as the transverse joining characteristics of the chemistry curriculum structure. Then by the qualitative and quantitative analysis to the results obtained from the questionnaire, we investigate the problems existing on the transverse joining of inner and outer structures between experimental textbooks of biology, physics and chemistry with curricular standard of compulsory education. In the third section, according to the above analysis on the transverse joining characteristics of chemistry curriculum structure of junior high school,
we try to offer a practicable strategy in teaching from two aspects. Namely: (1) the practicable strategies of the transverse joining characteristics of outer chemistry curriculum structure of junior high school, this includes setting curriculum style of the classified science curriculum combining with the integrated one, and diverse designs for the same curriculum, providing different curriculum designs under the limited resource of curriculum and teaching times, and also includes solely opening environment education curriculum. (2) the practicable strategies of the transverse joining characteristic of inner chemistry curriculum structure of junior high school, it includes carrying out content setting with double main threads, and taking “scientific investigation”as an entrance, crossing related knowledge between different subjects, and also includes intensifying the whole joining of curriculum contents with the joining of knowledge as main axes; and paying attention to repetition and disjointing of teaching materials of chemistry, biology and physics in the writing chemistry teaching material. Finally, we point out that the key of carrying out the transverse joining characteristic of chemistry curriculum structure is to enhance teachers’qualifications. Conclusions and suggestions are presented in the final section, which is mainly about some deficiencies in our work and some detailed works that should be done in the future.
本论文里,我们首先通过相关文献的调研,在科学界定课程、课程结构等概念的基础上,得出化学课程结构的内容,包括:(1)化学课程外部结构,即不同类型的化学课程设置的结构;(2)化学课程内部结构,即不同的化学课程内容按照一定的结合方式和比例关系组成的有机整体,也就是化学课程内容的设置结构。然后,通过对人民教育出版社出版的义务教育课程标准实验教科书生物学、物理和化学的综合分析,以及对初中化学教师和初三新生的问卷调查、访谈,发现目前国内初中化学课程结构在横向衔接性方面存在一定的不足,也就是化学课程的内部结构和外部结构与其他相邻学科课程以及与科学技术、社会生活等的整合性方面存在一定的不足,并且没有成型的策略可以借鉴。因而,本研究在从两个方面对初中化学课程结构的横向衔接性进行分析的基础上,
With the coming of 21century, the publishing of new curricular standards and new textbooks, there has been a situation that the separated setting of science curriculum combines with the integrated in junior high school, which provides more broad spaces for studying science curriculum of junior high school. However, due to many kinds of factors the integrative science curriculum can not be popularized in junior high school, and there are some repetitions and disjointing of the contents and structures between chemistry, biology and physics curriculums even in the junior high schools with the separated science curriculums, which leads some wastes or difficulties in teaching. Therefore, the joining and integrating between chemistry, physics and biology in school education should be extensively given attentions by teaching staff, and the discussion on scientific curriculum should also be the focus of the compulsory education for science teaching staff.
In this thesis, through investigating the corresponding references we first give the contents of the chemistry curriculum structures based on the scientific definitions of curriculum, curriculum structure, and so on. They include: (1) the outer structure of chemistry curriculums, i.e. the setting structure of different types of chemistry curriculums; (2) the inner structure of chemistry curriculums, i.e. the setting structure of chemistry curriculum content, that is to say, contents of different chemistry curriculums can be composed as an organic whole according to one combinative mode or proportion. Then, by systemically investigating experimental textbooks of chemistry, biology and physics with the curricular standard of compulsory
education published by demotic educational publishing company, and by questionnaire and by talking to chemistry teachers and new senior students in junior high school, we find that at present there are some lacks, and is still no a fixed strategy to take a reference on the way of transverse joining characteristics of chemistry curriculum structure, and the way of the integrated characteristics of outer and inner structures between chemistry curriculum with other corresponding science curriculums, and with science, technology and society life. So, we have carefully studied the transverse joining characteristics of chemistry curriculum structure from two aspects, based on which we have presented a set of strategies in order to applying the transverse joining characteristics of the chemistry curriculum structure in junior high school. This dissertation consists of four sections as follows: In the first section, we present our research meaning, domestic and overseas researching status about the transverse joining characteristics of chemistry curriculum structure, as well as the aim, main content and method of our studying. In the second section, we first give the scientific definition of curriculum, curriculum structure and chemistry curriculum structure, as well as the transverse joining characteristics of the chemistry curriculum structure. Then by the qualitative and quantitative analysis to the results obtained from the questionnaire, we investigate the problems existing on the transverse joining of inner and outer structures between experimental textbooks of biology, physics and chemistry with curricular standard of compulsory education. In the third section, according to the above analysis on the transverse joining characteristics of chemistry curriculum structure of junior high school,
we try to offer a practicable strategy in teaching from two aspects. Namely: (1) the practicable strategies of the transverse joining characteristics of outer chemistry curriculum structure of junior high school, this includes setting curriculum style of the classified science curriculum combining with the integrated one, and diverse designs for the same curriculum, providing different curriculum designs under the limited resource of curriculum and teaching times, and also includes solely opening environment education curriculum. (2) the practicable strategies of the transverse joining characteristic of inner chemistry curriculum structure of junior high school, it includes carrying out content setting with double main threads, and taking “scientific investigation”as an entrance, crossing related knowledge between different subjects, and also includes intensifying the whole joining of curriculum contents with the joining of knowledge as main axes; and paying attention to repetition and disjointing of teaching materials of chemistry, biology and physics in the writing chemistry teaching material. Finally, we point out that the key of carrying out the transverse joining characteristic of chemistry curriculum structure is to enhance teachers’qualifications. Conclusions and suggestions are presented in the final section, which is mainly about some deficiencies in our work and some detailed works that should be done in the future.
引文
[1]钟启泉,崔允漷主编.新课程的理念与创新——师范生读本[M].北京:高等教育出版社.2003:3
[2]王磊,王祖浩.化学课程改革的社会需求调查及分析[J].课程·教材·教法.2002,4:66-71
[3]柴西琴.初中综合理科教学内容选择与组织的初步探讨[J].课程·教材·教法.2000,6:38-42
[4]丁邦平.国际基础科学课程改革:回顾与前瞻[J].课程·教材·教法.2001,10:74-78
[5] Good lad, J. A Place Called School. New York: McGraw 2Hill, 1984:215.
[6] Krugly2Smolska, E. T. Scientific Literacy in Developed and Developing Count rise. International Journal of Science Education, 1990, 12 (5):273.
[7]崔成前.日本中学课程改革及其启示[J].辽宁教育研究.2004,7:46-48
[8]胡庆芳.美国中学课程的设置、管理与评价[J].天津教育.2003,2:45-46
[9]钟启泉,张华.世界课程改革趋势研究(中卷) [M].北京:北京师范大学出版社,2002.
[10]李茂文.英国初中酝酿新科学课程[J].课程·教材·教法.2003,2:13
[11]钟启泉,崔允漷,张华主编.为了中华民族的复兴 为了每位学生的发展 基础教育课程改革纲要(试行)解读[M].上海:华东师范大学出版社,2001:38-39
[12]羽离子.英国中学课程的学科综合性[J].天津教育.2001,11:30-31
[13]教育部.九年义务教育全日制小学、初级中学课程计划[S].1993
[14]杨国安.初级中学化学活动课的研究与实施[J].化学教育.1996,5:29-31,28
[15]柏品良.初中化学教学现状与教材目标的偏差及对策[J].化学教育.1998,4:9-11
[16]王磊.九年义务教育化学教学大纲修订及其所引发的思考[J].学科教育.2001,4:3-6
[17]教育部.基础教育课程改革纲要(试行)[S].2001
[18]教育部.基础教育课程改革纲要(试行)[S].2001
[19]彭智勇.关于课程改革若干问题的思考[J].课程·教材·教法.2003,4:1-6
[20]石欧,彭慧芳.课程改革:在实施中异变的原因与对策[J].课程·教材·教法.2004,3:3-7
[21]龚雷雨.关于课改的几点思考[J].课程·教材·教法.2003,5:13-14
[22]教育部.九年义务教育全日制初级中学化学教学大纲(试用修订版)[S] .北京:人民教育出版社,2000
[23]刘芳主编,任长松编著.课程的反思与重建——我们需要什么样的课程观[M].北京:北京大学出版社,2002:79-80
[24]钟启泉,崔允漷主编.新课程的理念与创新——师范生读本[M].北京:高等教育出版社.2003:277-278
[25]教育部.基础教育课程改革纲要(试行)[S].2001
[26]钟启泉,崔允漷,张华主编.为了中华民族的复兴 为了每位学生的发展 基础教育课程改革纲要(试行)解读[M].上海:华东师范大学出版社,2001:64
[27]艾学富.加强课程间的联系全面提高教学质量[J].化学教学.1999,11:25-27
[28]西南师范学院化学系编.中学化学教学法[M].北京:高等教育出版社,1986:34-35
[29]王祖浩,王磊主编.普通高中化学课程标准(实验)解读[M].武汉:湖北教育出版社,2004:37
[30]谢利民,郭长江.综合理科课程发展的历史、现状与建议[J].课程·教材·教法.2001,1:67-70
[31]陈晓萍,施忆.初中设置综合理科探析[J].课程·教材·教法.1998,6:26-30
[32]李秉德主编.教育科学研究方法 [M].北京:人民教育出版社.2001:217
[33]刘文霞著.教育科学研究方法[M].呼和浩特:内蒙古大学出版社.1993:136
[34]刘文霞著.教育科学研究方法[M].呼和浩特:内蒙古大学出版社.1993:155
[35](英)斯宾塞著(Spenser,E.).胡毅,王承绪译.斯宾塞教育论著选[M].北京:人民教育出版社,1995:53
[36]《中国大百科全书·教育》.中国大百科全书出版社,1985:207
[37] Caswell, H. &Campbell, D., Curriculum Development, New York: American Book Company, 1935
[38]黄政杰.课程概念剖析.台北师大教育研究所集刊第25 缉,1983.转引自陈旭远主编.课程与教学论[M].长春:东北师范大学出版社,2002.
[39]施良方.课程理论——课程的基础、原理与问题[M].北京:教育科学出版社,1996:3-7
[40](美)多尔(Doll ,W.E.Jr. )著,王红宇译.后现代课程观[M].北京:教育科学出版社,2000:222,250
[41]W.F.Pinar, W.M.Reynolds,P.Slattery,P.M.Taubmen,Understanding Curriculum,1995:848
[42]陈贵生.“课程”辨[J].课程·教材·教法.1994,11:1-5
[43]胡学增著.现代课程论纲要[M].西安:陕西人民教育出版社,1998:1
[44]张华著.课程与教学论[M].上海:上海教育出版社.2001:233
[45]陈旭远主编.课程与教学论[M].长春:东北师范大学出版社.2002:105
[46]裴新宁主编.化学课程与教学论[M].杭州:浙江出版社,2003:28
[47]郑长龙等编著.化学实验教学新视野[M].北京:高等教育出版社,2003:50
[48]毕华林等编著.化学新教材开发与使用[M].北京:高等教育出版社,2003:3
[49]《现代汉语字典》编委会编.现代汉语字典[M].北京:商务印书馆国际有限公司,2004:669
[50]汉语大字典编辑委员会.汉语大字典四卷本第一卷[M].湖北辞书出版社,四川辞书出版社,2001:840
[51]张祖春,王祖琴主编.基础教育课程改革简明读本(修订本)[M].武汉:华中师范大学出版社·2003:52-54
[52]邵瑞珍等译.布鲁纳教育论著选[M].北京:人民教育出版社,1989:41
[53]但武刚.课程内容:不确定性、未竟性和非常态性[J].课程·教材·教法. 2003,10:1-5
[54]毕华林等编著.化学新教材开发与使用[M].北京:高等教育出版社,2003:36
[55]周天泽.科学课内容的学科综合[J].中小学教材教学.2003,30:23-25
[56]王磊等编著.初中化学新课程的教学设计与实践[M].北京:高等教育出版社,2003:60
[57]吴俊明,王祖浩著.化学学习论[M].南宁:广西教育出版社,1996:114
[58]教育部.《基础教育课程改革纲要(试行)》[S].2001
[59]郭玉英.从传统到现代——综合科学课程的发展[M].北京:北京师范大学出版社,2002:37
[60]课程教材研究所化学课程教材研究开发中心编著.义务教育课程标准实验教科书·化学(九年级上册)[M].北京:人民教育出版社,2001
[61]课程教材研究所生物课程教材研究开发中心编著.义务教育课程标准实验教科书·生物学(七年级上册)[M].北京:人民教育出版社,2001
[62]课程教材研究所物理课程教材研究开发中心编著.义务教育课程标准实验教科书·物理(八年级上册)[M].北京:人民教育出版社,2001
[63]蒋士会,唐德海编著.当代教育理论前沿问题概览[M].桂林:广西师范大学出版社,2003:166
[64]蒋士会,唐德海编著.当代教育理论前沿问题概览[M].桂林:广西师范大学出版社,2003:291
[65]王磊等编著.初中化学新课程的教学设计与实践[M].北京:高等教育出版社,2003:66
[66]肖川.新课程与学习方式变革[J]. http://www.sysf.jl.cn/jwc/xbpx/private/intel1/xh/xc.htm
[67]刘硕.关于基础教育课程改革的几点思考——正确学习领会和贯彻落实《基础教育课程改革纲要(试行)》[J].北京师范大学学报:社科版,2003,1:95-102
[68]刘宏悦.引导参与 突破三点——高一“氧化还原反应”教学体会[J].中学化学教学参考.2003,7:12-13
[69]吴俊明,王祖浩著.化学学习论[M].南宁:广西教育出版社,1996:199
[70]何少华,毕华林著.化学课程论[M].南宁:广西教育出版社,1996:107
[71]课程教材研究所物理课程教材研究开发中心编著.义务教育课程标准实验教科书·物理(九年级)[M].北京:人民教育出版社,2001:78,85,94
[72]郑长龙等编著.化学实验教学新视野[M].北京:高等教育出版社,2003:83
[73]郑长龙主编.化学新课程中的教学素材开发[M].北京:高等教育出版社,2003:207-208
[74]王建丽,张娟.在化学课改中加强实验教学 培养学生创新精神[J].教学仪器与实验,2002,7:4-5
[75]课程教材研究所化学课程教材研究开发中心编著.义务教育课程标准实验教科书·化学(九年级上册)[M] .北京:人民教育出版社,2001:33
[76]张廷凯.课程改革:创新与继承的过程[J].教育理论与实践.2000,12:38-40
[77]马存芳.对课程综合化的再思考[J].青海师范大学学报(哲学社会科学版).2001,2:125-127
[78]刘知新,王祖浩著.化学教学系统论[M].南宁:广西教育出版社,1996:21
[79]王祖浩主编.全日制义务教育化学课程标准(实验稿)解读[M].武汉:湖北教育出版社,2002:38
[80]中华人民共和国教育部编.中小学环境教育实施指南[S].北京:北京师范大学出版社,2003:7
[81]毕华林,元英丽.化学课程编制中的知识价值观[J].化学教育.2002,7-8:20-22
[82]王祖浩主编.全日制义务教育化学课程标准(实验稿)解读[M].武汉:湖北教育出版社,2002:39-40
[83]朱慕菊主编.走进新课程:与课程实施者的对话[M].北京:北京师范大学出版社,2002:20
[84]杨丽娟等.初中《化学》与《科学》课程标准的初步比较与分析[J].化学教学.2003,4:35-36,10
[85]李玉珍,王喜贵.浅谈素质教育与教师的培养和发展[J].内蒙古师范大学学报(教育科学版).2003,16(6):54-56
[86]潘涌.论语文课程理念的创新与教师角色的转换[J].课程·教材·教法.2002,9:27-30
[87]俞国良.直面基础教育的创新教育研究. http://www.edu.cn/20011130/3012429.shtml
[88]解守宗主编.中学化学教学与实践研究[M].北京:高等教育出版社,2003:15
[89]彭新实.日本的教师培训和教师定期流动[M].外国教育研究.2000,27(5):49-52
[2]王磊,王祖浩.化学课程改革的社会需求调查及分析[J].课程·教材·教法.2002,4:66-71
[3]柴西琴.初中综合理科教学内容选择与组织的初步探讨[J].课程·教材·教法.2000,6:38-42
[4]丁邦平.国际基础科学课程改革:回顾与前瞻[J].课程·教材·教法.2001,10:74-78
[5] Good lad, J. A Place Called School. New York: McGraw 2Hill, 1984:215.
[6] Krugly2Smolska, E. T. Scientific Literacy in Developed and Developing Count rise. International Journal of Science Education, 1990, 12 (5):273.
[7]崔成前.日本中学课程改革及其启示[J].辽宁教育研究.2004,7:46-48
[8]胡庆芳.美国中学课程的设置、管理与评价[J].天津教育.2003,2:45-46
[9]钟启泉,张华.世界课程改革趋势研究(中卷) [M].北京:北京师范大学出版社,2002.
[10]李茂文.英国初中酝酿新科学课程[J].课程·教材·教法.2003,2:13
[11]钟启泉,崔允漷,张华主编.为了中华民族的复兴 为了每位学生的发展 基础教育课程改革纲要(试行)解读[M].上海:华东师范大学出版社,2001:38-39
[12]羽离子.英国中学课程的学科综合性[J].天津教育.2001,11:30-31
[13]教育部.九年义务教育全日制小学、初级中学课程计划[S].1993
[14]杨国安.初级中学化学活动课的研究与实施[J].化学教育.1996,5:29-31,28
[15]柏品良.初中化学教学现状与教材目标的偏差及对策[J].化学教育.1998,4:9-11
[16]王磊.九年义务教育化学教学大纲修订及其所引发的思考[J].学科教育.2001,4:3-6
[17]教育部.基础教育课程改革纲要(试行)[S].2001
[18]教育部.基础教育课程改革纲要(试行)[S].2001
[19]彭智勇.关于课程改革若干问题的思考[J].课程·教材·教法.2003,4:1-6
[20]石欧,彭慧芳.课程改革:在实施中异变的原因与对策[J].课程·教材·教法.2004,3:3-7
[21]龚雷雨.关于课改的几点思考[J].课程·教材·教法.2003,5:13-14
[22]教育部.九年义务教育全日制初级中学化学教学大纲(试用修订版)[S] .北京:人民教育出版社,2000
[23]刘芳主编,任长松编著.课程的反思与重建——我们需要什么样的课程观[M].北京:北京大学出版社,2002:79-80
[24]钟启泉,崔允漷主编.新课程的理念与创新——师范生读本[M].北京:高等教育出版社.2003:277-278
[25]教育部.基础教育课程改革纲要(试行)[S].2001
[26]钟启泉,崔允漷,张华主编.为了中华民族的复兴 为了每位学生的发展 基础教育课程改革纲要(试行)解读[M].上海:华东师范大学出版社,2001:64
[27]艾学富.加强课程间的联系全面提高教学质量[J].化学教学.1999,11:25-27
[28]西南师范学院化学系编.中学化学教学法[M].北京:高等教育出版社,1986:34-35
[29]王祖浩,王磊主编.普通高中化学课程标准(实验)解读[M].武汉:湖北教育出版社,2004:37
[30]谢利民,郭长江.综合理科课程发展的历史、现状与建议[J].课程·教材·教法.2001,1:67-70
[31]陈晓萍,施忆.初中设置综合理科探析[J].课程·教材·教法.1998,6:26-30
[32]李秉德主编.教育科学研究方法 [M].北京:人民教育出版社.2001:217
[33]刘文霞著.教育科学研究方法[M].呼和浩特:内蒙古大学出版社.1993:136
[34]刘文霞著.教育科学研究方法[M].呼和浩特:内蒙古大学出版社.1993:155
[35](英)斯宾塞著(Spenser,E.).胡毅,王承绪译.斯宾塞教育论著选[M].北京:人民教育出版社,1995:53
[36]《中国大百科全书·教育》.中国大百科全书出版社,1985:207
[37] Caswell, H. &Campbell, D., Curriculum Development, New York: American Book Company, 1935
[38]黄政杰.课程概念剖析.台北师大教育研究所集刊第25 缉,1983.转引自陈旭远主编.课程与教学论[M].长春:东北师范大学出版社,2002.
[39]施良方.课程理论——课程的基础、原理与问题[M].北京:教育科学出版社,1996:3-7
[40](美)多尔(Doll ,W.E.Jr. )著,王红宇译.后现代课程观[M].北京:教育科学出版社,2000:222,250
[41]W.F.Pinar, W.M.Reynolds,P.Slattery,P.M.Taubmen,Understanding Curriculum,1995:848
[42]陈贵生.“课程”辨[J].课程·教材·教法.1994,11:1-5
[43]胡学增著.现代课程论纲要[M].西安:陕西人民教育出版社,1998:1
[44]张华著.课程与教学论[M].上海:上海教育出版社.2001:233
[45]陈旭远主编.课程与教学论[M].长春:东北师范大学出版社.2002:105
[46]裴新宁主编.化学课程与教学论[M].杭州:浙江出版社,2003:28
[47]郑长龙等编著.化学实验教学新视野[M].北京:高等教育出版社,2003:50
[48]毕华林等编著.化学新教材开发与使用[M].北京:高等教育出版社,2003:3
[49]《现代汉语字典》编委会编.现代汉语字典[M].北京:商务印书馆国际有限公司,2004:669
[50]汉语大字典编辑委员会.汉语大字典四卷本第一卷[M].湖北辞书出版社,四川辞书出版社,2001:840
[51]张祖春,王祖琴主编.基础教育课程改革简明读本(修订本)[M].武汉:华中师范大学出版社·2003:52-54
[52]邵瑞珍等译.布鲁纳教育论著选[M].北京:人民教育出版社,1989:41
[53]但武刚.课程内容:不确定性、未竟性和非常态性[J].课程·教材·教法. 2003,10:1-5
[54]毕华林等编著.化学新教材开发与使用[M].北京:高等教育出版社,2003:36
[55]周天泽.科学课内容的学科综合[J].中小学教材教学.2003,30:23-25
[56]王磊等编著.初中化学新课程的教学设计与实践[M].北京:高等教育出版社,2003:60
[57]吴俊明,王祖浩著.化学学习论[M].南宁:广西教育出版社,1996:114
[58]教育部.《基础教育课程改革纲要(试行)》[S].2001
[59]郭玉英.从传统到现代——综合科学课程的发展[M].北京:北京师范大学出版社,2002:37
[60]课程教材研究所化学课程教材研究开发中心编著.义务教育课程标准实验教科书·化学(九年级上册)[M].北京:人民教育出版社,2001
[61]课程教材研究所生物课程教材研究开发中心编著.义务教育课程标准实验教科书·生物学(七年级上册)[M].北京:人民教育出版社,2001
[62]课程教材研究所物理课程教材研究开发中心编著.义务教育课程标准实验教科书·物理(八年级上册)[M].北京:人民教育出版社,2001
[63]蒋士会,唐德海编著.当代教育理论前沿问题概览[M].桂林:广西师范大学出版社,2003:166
[64]蒋士会,唐德海编著.当代教育理论前沿问题概览[M].桂林:广西师范大学出版社,2003:291
[65]王磊等编著.初中化学新课程的教学设计与实践[M].北京:高等教育出版社,2003:66
[66]肖川.新课程与学习方式变革[J]. http://www.sysf.jl.cn/jwc/xbpx/private/intel1/xh/xc.htm
[67]刘硕.关于基础教育课程改革的几点思考——正确学习领会和贯彻落实《基础教育课程改革纲要(试行)》[J].北京师范大学学报:社科版,2003,1:95-102
[68]刘宏悦.引导参与 突破三点——高一“氧化还原反应”教学体会[J].中学化学教学参考.2003,7:12-13
[69]吴俊明,王祖浩著.化学学习论[M].南宁:广西教育出版社,1996:199
[70]何少华,毕华林著.化学课程论[M].南宁:广西教育出版社,1996:107
[71]课程教材研究所物理课程教材研究开发中心编著.义务教育课程标准实验教科书·物理(九年级)[M].北京:人民教育出版社,2001:78,85,94
[72]郑长龙等编著.化学实验教学新视野[M].北京:高等教育出版社,2003:83
[73]郑长龙主编.化学新课程中的教学素材开发[M].北京:高等教育出版社,2003:207-208
[74]王建丽,张娟.在化学课改中加强实验教学 培养学生创新精神[J].教学仪器与实验,2002,7:4-5
[75]课程教材研究所化学课程教材研究开发中心编著.义务教育课程标准实验教科书·化学(九年级上册)[M] .北京:人民教育出版社,2001:33
[76]张廷凯.课程改革:创新与继承的过程[J].教育理论与实践.2000,12:38-40
[77]马存芳.对课程综合化的再思考[J].青海师范大学学报(哲学社会科学版).2001,2:125-127
[78]刘知新,王祖浩著.化学教学系统论[M].南宁:广西教育出版社,1996:21
[79]王祖浩主编.全日制义务教育化学课程标准(实验稿)解读[M].武汉:湖北教育出版社,2002:38
[80]中华人民共和国教育部编.中小学环境教育实施指南[S].北京:北京师范大学出版社,2003:7
[81]毕华林,元英丽.化学课程编制中的知识价值观[J].化学教育.2002,7-8:20-22
[82]王祖浩主编.全日制义务教育化学课程标准(实验稿)解读[M].武汉:湖北教育出版社,2002:39-40
[83]朱慕菊主编.走进新课程:与课程实施者的对话[M].北京:北京师范大学出版社,2002:20
[84]杨丽娟等.初中《化学》与《科学》课程标准的初步比较与分析[J].化学教学.2003,4:35-36,10
[85]李玉珍,王喜贵.浅谈素质教育与教师的培养和发展[J].内蒙古师范大学学报(教育科学版).2003,16(6):54-56
[86]潘涌.论语文课程理念的创新与教师角色的转换[J].课程·教材·教法.2002,9:27-30
[87]俞国良.直面基础教育的创新教育研究. http://www.edu.cn/20011130/3012429.shtml
[88]解守宗主编.中学化学教学与实践研究[M].北京:高等教育出版社,2003:15
[89]彭新实.日本的教师培训和教师定期流动[M].外国教育研究.2000,27(5):49-52