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首页> 外文期刊>Journal of the Korean Chemical Society >A Comparative Analysis of Contents Levels Required by High School Chemistry II Textbooks by the 7th National Education Curriculum and Cognitive Levels of 12th Grade Students
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A Comparative Analysis of Contents Levels Required by High School Chemistry II Textbooks by the 7th National Education Curriculum and Cognitive Levels of 12th Grade Students

机译：第七届国民教育课程高中化学II教材要求的内容水平与12年级学生的认知水平的比较分析

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The purpose of this study was to find out whether high school chemistry II textbooks standardized by the 7th national education curriculum had been organized properly concerning students of cognitive levels,by comparing the contents levels of chemistry II textbooks with students cognitive levels,and also analyzing them.For this study,the contents levels of matter state and solution chapter in chemistry II textbooks were analyzed using CAT (curriculum analysis taxonomy) and the cognitive levels of 468 students at 12th grade who had been selected from 7 areas including big cities and small towns were surveyed using short-version GALT (group assessment of logical thinking).The results showed that each chemistry n textbooks by the 7th national education curriculum had a little differences in the scientific concepts presented and in the contents levels that scientific concepts were explained.And the scientific concepts of textbooks were required most formal operational levels,but the content levels of the inquiry activities were required from concrete operational levels to formal operational levels.As a result of the analyzing the cognitive levels of the surveyed 12th grade students,74.6%,reached the formal operational levels,20.5%,transitional levels,and 4.9%,concrete operational levels.The content levels of scientific concepts in high school chemistry II textbooks by the 7th national education curriculum appeared higher than the cognitive levels of the students,but levels of the inquiry activities were similar to the cognitive levels of the students.Chemistry teachers who were asked about chemistry II textbooks by the 7th national education curriculum answered that they thought the contents and contents level of the chemistry II textbooks were similar to those of the 6th national education curriculum.But they thought that the way to explain scientific concepts in the chemistry II textbooks by the 7th national education curriculum was different from the chemistry n textbooks by the 6th national education curriculum and various instruction activities would be possible because inquiry activities were various and plenty of learning materials were presented.Consequently,the way to make the best use of inquiry activities properly for teaching and various teaching and learning methods to be suitable for the students' cognitive levels are required.
机译：这项研究的目的是通过比较化学II教科书的内容水平与学生的认知水平，找出第七届国民教育课程标准化的高中化学II教科书是否正确组织了有关认知水平的学生。在这项研究中，使用CAT（课程分析分类法）分析了化学II教科书中物质状态和解决方案一章的内容水平，并从大城市和小城镇等7个地区中选出了468名12年级学生的认知水平。结果表明，第七届国民教育课程的每本化学n册教科书在介绍的科学概念和解释科学概念的内容水平上均存在少许差异。教科书的科学概念是大多数正式操作水平所必需的，但内容从具体操作水平到正式操作水平都要求探究活动水平。通过对被调查的十二年级学生的认知水平进行分析，结果发现74.6％，达到正式操作水平，20.5％，过渡水平和4.9第七级国民教育课程的高中化学II教科书中科学概念的内容水平似乎高于学生的认知水平，但探究活动的水平与学生的认知水平相似。在第七届国民教育课程中被问及化学II教科书的化学老师回答说，他们认为化学II教科书的内容和内容水平与第六届国民教育课程相似，但他们认为解释科学概念的方式第七届国家教育课程的化学II课本中的内容与化学n文本不同由于探究活动多种多样，并提供了大量的学习资料，因此有可能通过第六届国民教育课程编写书籍并进行各种指导活动。因此，如何适当地利用探究活动进行教学和各种教学方法成为可能。需要适合学生的认知水平。

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