摘要
从知识考古学的视角,分析当前"课堂中的化学平衡"的历史根源。作为简化的学科知识,"教材中的化学平衡"不仅划定了知识的边界,而且内隐了知识的结构;作为演进的理解表现,"高考中的化学平衡"逐步形成了稳定的考查角度和方式。作为实然的教学内容,"课堂中的化学平衡"是多元主体社会协商形成的"共识",具有区域性特征,包含特定的话语,是一种高度依赖于学校情境的工具化、条件化了的知识。
The historical origination of "chemical equilibrium in classroom" is analyzed from the perspective of knowledge archaeology. As simplified subject knowledge, "chemical equilibrium in textbooks" not only defined the boundary of knowledge, but also implied the structure of knowledge. As evolving performance of understanding, "chemical equilibrium in national college entrance examination" formed stable model of test gradually. As practical teaching contents, "chemical equilibrium in classroom" is a kind of "consensus" reached in the process of social negotiation by multiple subjects which is regional and includes specific discourse. It is a kind of functional and conditional knowledge situated deeply in school environment.
作者
刘前树
LIU Qian-Shu(Nanjing Forcign Language School,Nanjing 210008,China)
出处
《化学教育（中英文）》
CAS
北大核心
2021年第7期63-67,共5页
Chinese Journal of Chemical Education
关键词
知识考古学
化学课堂
化学平衡
archaeology of knowledge
chemistry classroom
chemical equilibrium
