A Study On The Characteristics Of "Scientific Thinking" In Structure And Properties Of Substances

Science education shoulders the task of cultivating and developing learners’ scientific thinking,while chemistry plays an important role in science.Chemistry textbooks are important reference books for chemistry learning.It is of vital significance to study the embodiment of scientific thinking in senior high school chemistry textbooks for the cultivation of scientific thinking in chemistry education.Therefore,this study selects the relevant content of the compulsory textbook and the text content of the optional compulsory textbook "Material Structure and Nature" of Phoenix Education Publishing as the object of study,and studies the "scientific thinking" content of the textbook from the qualitative and quantitative methods.First of all,we use the method of literature research to construct a reasonable scientific thinking framework as an analysis tool.After that,use content analysis method to code and analyze the textbook content according to the framework.Then the quantitative type,distribution and educational function of the content of "scientific thinking" in the textbook are explored.And typical cases are selected to analyze and explain the characteristics.Finally,the research conclusions are drawn,and reasonable enlightenment and suggestions are proposed for textbook compilation and teacher teaching.The conclusions are shown as bellow:(1)The textbook involves a considerable number and a wide range of “scientific thinking”.The textbook focus on the gradual development of thinking:In the embodiment of general scientific thinking,the number of inductive thinking and deductive thinking is almost equal,and the number of analogical thinking is relatively small,and the number of comparative thinking and analytical thinking is relatively large.In the embodiment of chemical discipline thinking,the number of chemical model construction thinking is the largest.In the embodiment of higher-order thinking,the number of critical thinking and innovative thinking in the textbook is almost equal.(2)The content of scientific thinking in the textbook is reasonably distributed,and the coordinated development of multiple thinking is emphasized:The type distribution of scientific thinking in the textbook is closely related to the characteristics of subject content.The presentation of various scientific thinking elements in textbooks is crossed.(3)The scientific thinking and chemical knowledge presented in the textbook are highly integrated and have obvious positive effects:Scientific thinking helps the learning of abstract knowledge and principles and improves the level of logical thinking.The textbook embeds scientific thinking into knowledge content to provide students with materials and opportunities for thinking,which is conducive to broadening their thinking.