ABSTRACT

This study took ‘context’ as a focal point in the context-based approach and its investigation was anchored on an analytical framework, which is composed of three dimensions of context: origins, intentions, and occasions. Content analysis was employed as the research methodology with 878 contexts identified from 96 copies of awarded chemistry lesson plans being the analysis targets. The occurrence of context adopted in these chemistry lesson plans was analysed along the three dimensions, each of which comprises three sub-dimensions. For each dimension, content analysis focused on the proportion of three sub-dimensions, different proportions between junior and senior high schools, and the changing trends of the three sub-dimensions during the period from 2001 to 2020. As found in this study, discrepancies existed in the proportions of the sub-dimensions of origins, intentions, and occasions of context that were adopted by chemistry teachers, and some significant differences lay in chemistry teaching between junior and senior high schools. The findings are discussed against the social background in Macao, where this study took place. This study has provided several implications for the research and practice of the context-based approach in chemistry education and beyond.

摘要

本研究将“语境”作为基于语境方法的焦点，其调查基于一个分析框架，该框架由语境的三个维度组成：起源、意图和场合。内容分析被用作研究方法，从 96 份已授予的化学课程计划中识别出 878 个上下文作为分析目标。这些化学课程计划中所采用的上下文的发生沿三个维度进行了分析，每个维度包含三个子维度。对于每个维度，内容分析侧重于三个子维度的比例、初高中之间的不同比例以及三个子维度在2001年至2020年期间的变化趋势。 本研究发现，化学教师采用的起源、意图、情境等子维度的比例存在差异，初高中化学教学存在显着差异。研究结果是在本研究发生地澳门的社会背景下进行讨论的。本研究为化学教育及其他领域基于情境的方法的研究和实践提供了若干启示。