国际课程IB与我国高中化学教材的比较——以原子结构和氧化还原为例

Comparative Study of the Senior High School Chemistry Textbooks of China and International Curriculum IB:Atomic Structure and Oxidation Reduction

以认知心理学的观点，对IB与人民教育出版社出版的高中化学教材原子结构概念图和氧化还原本质相关内容进行比较，研究发现：璐教材知识层次性更强，更有利于学生的长时记忆；更注重对知识的多角度阐释和精细加工；运用整体分解对知识精加工。对我国高中化学教材编写的启示是：丰富知识层次和概念关系，便于学生自主构建知识网络，促进学生良好认知结构的形成和发展；对知识进行多角度阐释和精细加工，加深学生对知识的深入理解；运用多种策略促进学生程序性知识的习得。

In the view of cognitive psychology, this paper compared the concept map of atomic structure and the redox nature in IB and senior high school chemistry textbook published by People＇s Education Press in China. This paper found that： IB textbook was more favorable for students＇ long time memory with a more knowledge level; IB textbook paid more attention to the knowledge of multi angle interpretation and fine processing; 1B used decomposition strategies to explain. The inspirations for the compilation of senior high school chemistry textbook of China were： Enriching the knowledge level and concept relation, in order to facilitate students to construct knowledge network independently and promote the formation and development of students＇ good cognitive structure; Strengthening multi angle interpretation and fine processing of knowledge for deepening students＇ understanding; Using various strategies to promote students＇ acquisition of procedural knowledge.