原子结构主题课程标准比较与学科理解建构研究

Curriculum Standard Comparison and Subject Understanding Construction of Atomic Structure Topic

通过内容分析和比较研究的方法对6个国家或地区课程标准中原子结构主题相关内容进行分析,探寻课程要求、表现期望、相关概念等3个方面存在的差异与共性,并建构课程层面原子结构主题的学科理解。结果表明,在课程要求方面,关注学生的表现期望,注重科学实践,未全部提供教学实施建议;在表现期望方面,其层次和维度存在差异性;在相关概念方面,概念的层次和内容选取存在差异性。在学科理解方面,原子结构主题凝练的本原性问题为“原子中的粒子如何相互作用”,抽提课程层面的认识视角为“电子”视角,建构以“原子结构模型”和“原子构造模型”为主题大概念的概念层级结构。基于以上研究,为学生主题的学习以及教师教学的实施提供建议和参考。

Through the methods of content analysis and comparative analysis,this paper studies the atomic structure topic contents in the curriculum standards of six countries or areas,explores the differences and similarities in the three aspects of curriculum requirements,performance expectations and related concepts,and constructs the subject understanding of the atomic structure topic at the curriculum level.The results indicate that in terms of curriculum requirements,it pays attention to students'performance expectations,emphasizes scientific practice,and does not fully provide teaching implementation suggestions.In terms of performance expectations,its level and dimension are different.In terms of related concepts,there are differences in the hierarchy and content selection of concepts.In terms of subject understanding,the primitive question of atomic structure topic condensation is“how the particles in atoms interact”.The cognitive perspective on the extraction of curriculum level is the“electronic”perspective.The conceptual hierarchy with the topic big ideas of“atomic structure model”and“atomic configuration model”is constructed.With a view to providing suggestions and references for students'topic learning and teachers'teaching implementation.