布卢姆教育目标分类视角下的中美化学教材习题比较——以“氧化还原反应和电化学”为例

Comparison of Exercises for “Redox Reaction and Electrochemistry” in Chinese and American High School Chemistry Textbooks Based on Bloom's Taxonomy of Educational Objectives

基于布卢姆教育目标分类学,从知识、认知过程2个评价维度对中美化学教材"氧化还原反应和电化学"主题的习题进行了比较研究,结果表明,在知识维度,2国教材均较为重视"概念性知识"和"程序性知识",但中国教材侧重前者而美国教材侧重后者;在认知过程维度,美国教材对"理解""运用"水平的考查均较多且尤为侧重"运用",中国教材对"运用""理解""分析"水平的考查均较多,整体上较为均衡。教材习题编写应该关注习题的课程功能创生,注重对学生学科思维、解决实际问题能力的考查,充分发挥其对教与学尤其是学生学习方式的引导作用。

On the basis of revision of Bloom’s taxonomy of educational objectives,this paper compared exercises of redox reaction and electrochemistry in Chinese and American high school chemistry textbooks from knowledge dimension and cognitive processes dimension.The result showed that,in knowledge dimension,both Chinese and American textbooks attached importance to conceptual knowledge and procedural knowledge,while Chinese textbooks pay emphasis on the former and American textbooks the latter.In cognitive processes dimension,American textbooks exercises’ quantity of understanding and application levels were large above all application level,while exercises’ quantity of understanding and analytical levels were large and uniform in Chinese textbooks.When we complied textbooks,we should pay attention to the curriculum functions of exercises,students’ thinking training in subjects and ability cultivation of problem-solving,gave full play to the guiding function of exercises.