美国《化学与社会》教材的科学风险议题研究

Research on Scientific Risk Issues in the American Textbook——Chemistry in Context:Applying Chemistry to society

摘要:

我国化学教师深入理解学科核心素养“科学精神与社会责任”,需要从国外优秀教材呈现科学风险议题的特色中获益。使用内容分析法对美国化学教材《化学与社会》进行编码分析,发现最能彰显科学风险认知的“我们呼吸的空气”这一章节,以及最关注 “社会风险议题”类别的“环境污染”维度。启示我国化学教育工作者:阅读国外教材有助于中国化学教师全面深入认识科学风险及其教育决策问题和自身理念提升；借鉴国外教材,开发中国特色的“化学与社会”课程体系,强化“社会性科学议题”教学,深刻认识“科学知识复杂性带来的挑战和危机”。

Abstract:

Chinese chemistry teachers need to gain a deeper understanding of the core competencies of the subject, namely scientific spirit and social responsibility, and benefit from the unique presentation of scientific risk issues in excellent foreign textbooks. Using content analysis method to code and analyze the American chemistry textbook "Chemistry in Context:Applying Chemistry to society", it was found that the chapter "The Air We Breathe" best showcases scientific risk awareness, as well as the dimension of "Environmental Pollution" that focuses most on the category of "Social Risk Issues". Inspiration to Chinese chemistry educators: Reading foreign textbooks can help Chinese chemistry teachers comprehensively and deeply understand scientific risks, educational decision-making issues, and enhance their own concepts; Drawing on foreign textbooks, developing a Chinese characteristic "Chemistry and Society" curriculum system, strengthening the teaching of "Social Science Issues", and deeply understanding the challenges and crises brought by the complexity of scientific knowledge.