民国时期《化学与我们》科普图书评析

《化学与我们》是一本由开明书店在20世纪30年代中期出版的科普图书。该书选材范围广、内容丰富、重视化学与生活及生产实际的联系。从图书出版背景、内容体系和编写特点等方面入手,评析《化学与我们》对我国民国时期化学教育和化学知识普及发挥的重要作用。     

化学科普图书编写和出版的现状与分析*

化学科普图书是传播化学知识和化学思想的重要载体。采用内容分析法,以国内线上图书交易平台在售的74种化学科普图书为研究对象,从化学科普图书的出版数量、作者和读者群体、内容类型、形式特征以及用户评价5个维度对化学科普图书进行统计与分析,总结国内在售化学科普图书的现状,挖掘其中存在的问题,并在此基础上提出几点建议。     

华东师范大学青少年化学科普基地的探索与实践

为激发青少年科学兴趣、培养青少年化学探究与创新能力和拓展高等院校的社会服务功能,华东师范大学建设了面向社会开放的青少年化学科普基地。科普基地以化学探索工作室、化学实践工作室和化学实验数字化工作室为主体,在空间布局上突出化学特色,具有科技展馆的视觉效果。科普基地开设了系列化学科普讲座、系列趣味化学实验及化学探究课题,构建了"中小学生、在校师范生和中小学教师"三位一体的教学实践模式,在青少年化学知识普及和实践创新能力培养方面取得了较好的实践效果。华东师范大学化学科普基地实现了青少年科普基地与学校常规教学工作的有机结合,有效地解决了高校自身培养目标与服务社会之间的矛盾,希望能为高等院校科普基地的建设提供有益的借鉴。     

第二届全国无机固体化学和合成化学学术会议通知

各位读者:本刊自今年第1期开始增设“新书讯”栏。通过“新书讯”,您能得到国内外化学书籍的最新出版信息,看到即将在我国出版的化学类新书的简单介绍。希望您对此栏目提出宝贵意见和建议。     

化学给世界带来色彩——2015年美国国家化学周活动介绍

简介美国国家化学周的由来、发展以及历年主题汇总。介绍2015年美国国家化学周涉及颜色的3个实验活动、4篇科普阅读以及"未来化学家"板块,并得出以下4点启示：（1）建立化学教育线上线下资源共享体系;（2）体现了化学核心素养;（3）注重学科综合;（4）加强化学普及,提升亲和力。     

化学教育英文网络资源分类例谈

将互联网上英文化学网站分为网络课程类、教学专题类、科普宣传类、电子期刊类、互动交流类、教学模拟类、信息检索工具类和商业化学类。每个类别提供了优秀网站作为范例介绍。     

课程教学改革和创新的结晶——介绍《工程化学基础》教材

1999年 6月 ,“面向 2 1世纪课程教材”《工程化学基础》由高等教育出版社出版。它是工科普通化学课程教学改革和创新的结晶。　　工科普通化学课程体系、内容和教学方法上存在的问题比较典型 ,所以在每次改革浪潮中都首当其冲 ,原因是 :在体系上 ,它以化学学科体系的完整性为衡量标准 ;在内容上 ,存在三多三少的问题 :考虑化学的共性多 ,工科的特点少 ;考虑化学的理论多 ,工程实际应用少 ;考虑化学系统内部内容的衔接多 ,新知识和边缘学科交叉知识少。事实上 ,2 0世纪以来 ,我国工科普通化学课程教学从体系、内容和教学方法都是沿着一条多…     

高校化学科普教育探索——以南开大学化学科普基地建设为例

化学对人类的生活、生产、社会发展有着密切的联系,但社会上对化学科学认识不充分,甚至有很多误解。高校作为传播知识、培养人才的主阵地,也承担着科普教育宣传的责任。南开大学化学科普基地依托南开化学优质的教育资源和师资力量,建设了具有南开化学特色的化学科普基地,为普及化学知识、提升青少年化学素养做出了积极探索。     

人物传记类化学科普图书的育人功能研究*——基于《呦呦寻蒿记》的案例分析

科普图书是落实“立德树人”根本任务的重要载体。以《呦呦寻蒿记》为案例,挖掘人物传记类化学科普图书的育人功能,发现此类图书具有树立理想信念、厚植爱国情怀、提升文化自信、形成生态文明意识的德育功能;具有普及化学基础知识、倡导化学思维方法、提升科学探究能力的智育功能;具有树立增强体质观念、调节心理健康发展的体育功能;具有提升感知美审美品质、创造美创新素养的美育功能;具有认同敬业乐业观念、提升高效劳动技能、培养实干兴邦精神的劳育功能。为落实“五育融合”育人功能,必须加强内容创作专业化、政策支持常态化、图书管理制度化、图书价值外显化。     

以史为鉴——化学科普中的人文素养教育

中国古代历史中蕴含着丰富的化学史资源,对这些资源的挖掘、解读,形成化学科普题材,既是化学教育的需要,也是加强思想政治教育背景下课程思政的现实要求。以寒食散为例,探讨中国古代化学史资源所蕴含的人文素养教育价值,认为化学科普中汲取历史资源,不仅增加了科普的趣味性,有利于向公众普及化学知识,还有助于公众树立正确的世界观和价值观。     

中国化学从大国走向强国：一个计量学分析

中国在国际出版物上发表的论文数量已经赶超了美国，成为世界第一大S&E出版物产出国。化学及其有关学科论文的发表为中国科技出版物增长做出了重大贡献，中国发表的化学论文占了全球化学论文总数的27%,远远高于其他国家，并且中国化学在顶级期刊发表的论文数量、被引用次数均超过了美国成为第一，化学领域发表文章质量逐步提高，中国正在大步迈向化学强国的征途中。本文从国家政策、财政投入和社会发展等方面分析了中国化学学科实力快速增长的原因，主要包括：国家政策的支持、研发经费快速增长、社会整体的快速发展等；同时指出中国化学学科面临后劲不足、基础研究薄弱、原创研究不足等问题；并给出了中国化学学科后续发展的建议，主要包括完善人才和科学评价及鼓励研究特色和基础工作、加大对基础研究工作的经费投入和项目设置、立“唯原创性”评价标准并高度重视原创性成果保护、支持化学的新兴交叉学科建设等几方面。     

在解密“骗局”中推广化学科普知识*

“骗局”中也蕴含着丰富的化学知识。高校科普工作者可以在解密这些“骗局”中,推广化学科普知识。围绕5W 模式--“谁来科普”“要科普给谁”“如何科普”“科普什么”和“科普效果如何”等5个问题,尝试建立一种在解密“骗局”中推广化学科普知识的新思路。具体为:以青少年和老年人为重点科普对象,构建“老师+学生”共同实施、现场演示与讲解并重、新旧媒体联合传播、“效果指标体系”评价的科普模式,实现精准化学科普的目的。     

创新型化学科普设计与实践——以流行歌曲的化学密码为例

Chemistry is the force to transform nature. To let people have a proper understanding of chemistry, this popular science teaching team, based on the previously Finding Chemistry in Detective Conan, select creatively words from the lyrics of influential pop songs, such as "blue and white porcelain" and "bubble", as the hot problems for chemistry popular science teaching; based on the chemistry topic of each part, seven interactive episodes of popular science are designed, which are rich in content and popular with readers.     

我国化学科普的现状与创新发展对策

Chemistry is a central science. However, the public's recognition of chemistry needs to be promoted, and the prejudice needs to be reduced. Chemical science popularization is a long-term, complex and arduous social education project, which is of great significance to promote social harmony and improve people's quality of life. This paper summarizes the current status of chemical science popularization in China, and puts forward the innovative development countermeasures which focus on improving public participation, training popular science talents, carrying out popular science popularization education at different levels, creating high-quality science popularization works and opening up new positions and approaches of chemical science popularization. This paper has the reference value for the science popularization colleagues.     

Degradation product emission from historic and modern books by headspace SPME/GC-MS: evaluation of lipid oxidation and cellulose hydrolysis

Volatile organic compounds emitted from a several decade series of bound periodicals (1859–1939) printed on ground wood paper, as well as historical books dating from the 1500s to early 1800s made from cotton/linen rag, were studied using an improved headspace SPME/GC–MS method. The headspace over the naturally aging books, stored upright in glass chambers, was monitored over a 24-h period, enabling the identification of a wide range of organic compounds emanating from the whole of the book. The detection of particular straight chain aldehydes, as well as characteristic alcohols, alkenes and ketones is correlated with oxidative degradation of the C₁₈ fatty acid constituency of paper. The relative importance of hydrolytic and oxidative chemistry involved in paper aging in books published between 1560 and 1939 was examined by comparing the relative abundances of furfural (FUR) a known cellulose hydrolysis product, and straight chain aldehydes (SCA) produced from the oxidation of fatty acids in paper. The relative abundance of furfural is shown to increase across the 379-year publication time span. A comparison of relative SCA peak areas across the series of books examined reveals that SCA emission is more important in the cotton/linen rag books than in the ground wood books.     

Breaking the law: promoting domain-specificity in chemical education in the context of arguing about the periodic law

In this paper, domain-specificity is presented as an understudied problem in chemical education. This argument is unpacked by drawing from two bodies of literature: learning of science and epistemology of science, both themes that have cognitive as well as philosophical undertones. The wider context is students’ engagement in scientific inquiry, an important goal for science education and one that has not been well executed in everyday classrooms. The focus on science learning illustrates the role of domain specificity in scientific reasoning. The discussion on epistemology of science presents ideas from the emerging field of philosophy of chemistry to highlight the much neglected area of epistemology in chemical education. Domain-specificity is exemplified in the context of chemical laws, in particular the Periodic Law. The applications of the discussion for chemical education are explored in relation to argumentation, itself an epistemologically grounded discourse pattern in science. The overall implications include the need for reconceptualization of the nature of teaching and learning in chemistry to include more particular epistemological aspects of chemistry.     

无处不在的化学——颜色的故事

This is a popular science article introducing the chemical knowledge contained in the search and use of colors. From the different aspects of architectural, textile dyeing and paints, three examples are chosen to reveal the chemical principles behind. Humanistic story and science interpretations are combined to reflect the close connection between chemistry and human life.     

Theoretical and Practical Reasoning in Chemistry

Traditional philosophy of science regards theoretical reasoning, based on the example of Euclidian geometry, as the hallmark of a mature science. There is, however, a parallel tradition of practical reasoning based on specific cases that goes back to Aristotle. In this paper I argue that practical reasoning is an essential part of the practice of chemistry and should be understood and appreciated on its own merits rather than regarded as a symbol of the immaturity and inferiority of chemistry as a science. This revised version was published online in July 2006 with corrections to the Cover Date.     

Chemistry as a practical science (Edward Caldin Revisited)

This is an attempt to take a look at chemistry from the point of view of practical realism. Besides its social–historical and normative aspects, the latter involves a direct reference to experimental research. According to Edward Caldin chemistry depends on our being able to isolate pure substances with reproducible properties. Thus, the very basis of chemistry is practical. Even the laws of chemistry are not stable but are subject to correction. At the same time, these statements do not necessarily make Edward Caldin a predecessor of practical realism. The latter has other predecessors, like Rom Harré’s policy realism or Sami Pihlström’s pragmatic realism. Chemistry is an experimental science. The experiment is a purposeful and critically theory-guided constructive, manipulative, material interference with nature according to Rein Vihalemm, the founder of practical realism. Chemistry is physics-like science but just partly so. This is an important point in the context of the current paper.