初中化学教材成分的比较分析:以中国和马来西亚华人社区为研究对象

Baosheng An, Kah-Heng Chua
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引用次数: 0

摘要

化学教材是教师和学生教学的主要参考资料。教科书详细介绍了某一学科的学习内容和知识。化学在提高人们的行为意识及其对周围环境的影响方面更有效,因此它受到更多的研究关注。本研究调查了马来西亚独立华文中学和中国人民教育出版社出版的初中科学教科书中的化学内容。本研究采用比较法,包括描述法、解释法、并置法和比较法。作者比较了中国大部分地区和马来西亚中文学校使用的初中科学教科书。结果表明,化学成分有一定的相似性;例如,它们从基本概念到更广泛的视角进行排列。然而,在本研究中使用的两种教科书版本中,化学概念及其在自然中的应用的介绍顺序存在差异。研究发现,中国大部分地区使用的化学教科书的组织比马来西亚使用的教科书更科学。相比之下,它是相对基本的,只提出了中学科目所需的概念。本研究的结果表明,从化学教育的角度出发,将21世纪的化学概念融入到课程中,以解决环境和可持续性问题教育的需求。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
A Comparative Analysis of Lower Secondary Chemistry Textbook Components: A Study Involving the Chinese Communities of China and Malaysia
Chemistry textbooks serve as the primary reference for teachers and students during teaching and learning. The textbook details the learning content and knowledge covered within a particular subject. Chemistry is more effective in raising awareness of people’s behavior and its impact on the surrounding environment, so it receives more research attention. This study investigates the chemistry content covered in Malaysian Independent Chinese Secondary School and lower secondary science textbooks published by Chinese People’s Education Press. The comparative method, which includes description, interpretation, juxtaposition, and comparison, was employed in this study. The authors compared lower secondary science textbooks used in most regions of China and Malaysian Chinese schools. Results showed some similarities in the chemistry contents; for instance, they are arranged from fundamental concepts to a broader perspective. However, differences were found in the sequence in which the chemistry concepts and their application to Nature were introduced in both textbook versions used in this study. It was discovered that the organization of chemistry textbooks used in most regions of China was more scientific than the book used in Malaysia. It was relatively basic in comparison and only presented the concepts required for secondary school subjects. The findings of this study suggest that it might be appropriate for 21st-century chemistry concepts to be integrated into the curriculum to address the need for education in environmental and sustainability issues from the perspective of education in chemistry.
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