学科发展视角下化学类教材迭代规律与创新路径——基于第二届全国教材建设奖获奖名单的分析

The Iterative Patterns and Innovation Paths of Chemistry Textbooks from a Disciplinary Development Perspective—Analysis of the List of Winners of the 2nd National Textbook Development Award

摘要: 以第二届全国教材建设奖高等教育类获奖名单中的化学类及相关教材为研究对象，运用纵向比较法、横向比较法与案例研究法，系统分析教材版次迭代的时间特征、内容修订重点及驱动因素，探究教材与化学学科“绿色化、智能化、跨学科”发展趋势的适配关系。研究发现，获奖化学类教材呈现出“修订周期稳定化、内容更新前沿化、编写团队协同化、呈现形式立体化”的迭代规律，同时存在部分传统教材内容滞后、跨学科融合深度不足、数字资源应用表层化等问题。基于此，从内容体系、呈现形式、编写机制三个维度提出教材建设新路径，为新时代高等教育化学类教材高质量建设提供理论支撑与实践参考。

Abstract: This study takes the chemistry-related textbooks awarded in the Second National Textbook Development Award (Higher Education Category) as its research object, employing the longitudinal comparison method, the horizontal comparison method, and the case study method to systematically analyze the temporal characteristics of textbook edition iterations, the key areas of content revision, and their driving factors, while exploring the alignment between textbooks and the “greenification, intelligentization, and interdisciplinary integration” trends within the field of chemistry. The findings reveal that award-winning chemistry textbooks exhibit an iterative pattern characterized by “stable revision cycles, cutting-edge content updates, collaborative editorial teams, and multi-dimensional presentation formats”; however, some traditional textbooks also face challenges such as lagging content, insufficient depth of interdisciplinary integration, and superficial application of digital resources. Based on these findings, this study proposes innovative pathways for textbook development across three dimensions—content system, presentation format, and editorial mechanism—providing both theoretical support and practical references for the high-quality development of chemistry textbooks in higher education in the new era.