2020年《普通高中化学课程标准》将提升学生的模型认知能力设定为高中化学的课程目标。化学模型作为重要的教学方法，其在教材中的合理应用直接决定了学生的学习效果，同时也直接影响教师构建知识体系模型。本论文选取了我国三大主流教材，包含我国山东科学技术出版社（以下简称鲁科版）、人民教育出版社（以下简称人教版）、江苏教育出版社（以下简称苏教版）高中化学必修教材和国外四大主流教材，具体有《化学：概念与应用》教材、《Chemistry for use with the IB Diploma Programme -STANDARD LEVEL》（简称IB版本）、《Chemistry-The Central Science》（简称AP版本）、《Cambridge International AS and A Level-Chemistry Coursebook》（简称A-Level版本），本文以高中化学教材里的电化学部分作为研究目标，围绕模型的种类、数目、作用以及在教科书中的呈现方位与呈现形式展开研究讨论。其次，笔者还通过问卷开展了教师对不同版本教材中电化学模型认知、实践效果等方面的调研。

通过对比研究得出以下成果：

首先，就模型数目而言，外国版本的教科书中加入的模型显然要比国内教科书的多，而国内的三版教科书之间相比，数量上基本一致。就整体知识结构模型建构而言，国内外差异不大，基本上都是原电池、电解池、一次电池、二次电池和金属腐蚀五大板块。

其次，就功能而言，国内和国外的教材都十分重视对模型的描述与解释，国外版本教科书将核心放在了模型预测，国内鲁教版教材则是以模型系统化功能为重心，即使没有得到很好的呈现，总体而言是培养学生模型认知能力的一个质的飞跃。

再者，呈现位置上，国内的教材和国外的教材模型都是分布在文本中。国外教科书更重视以显性语言表现模型，而我国的鲁教版、苏教版则更重视在释义文本中的显性体现。

最后，在模型呈现形式上，中外电化学教材均偏向于通过图片的方式来呈现模型，但是国内版本的教材很少通过语言文字凸显模型，文字图片相结合的形式也不多见，相反，国外版本教科书则更倾向于通过显性文字介绍模型，由此可以看出，国外教材设计大多以文字图片相结合的形式介绍模型，多元化的模型表现方式有利于激发学习者的脑力，培养学生模型认知素养。

问卷调研结果表明，多数教师对电化学模型认知清晰，在教学中，能引用教材中电化学模型引起学生学习兴趣，从而实现良好的教学效果。不足的是，考虑建构新的电化学模型的教师数量比较少，这需要教师提升创新意识，才能实现以教材为本，教学质量的飞跃。

基于以上结果，在教材编写方面，我们建议丰富电化学模型的呈现形式，增加显性语言的使用，联系电化学模型在生活中的应用场景。在教学实践中，我们建议教学老师深刻理解电化学模型的本质与作用，分成几个不同时期将模型方法渗透进去，定期举办模型探讨类的学习活动。因此，本文研究对我国国际教育的发展，有一定的理论与实践意义。

In 2020, the Chemistry Curriculum Standard for Ordinary High School set the goal of improving students' model cognitive ability as the curriculum goal of high school chemistry. As an important teaching method, the reasonable application of chemical model in teaching materials directly determines the learning effect of students, and also directly affects the construction of knowledge system model by teachers. This paper selects three major mainstream teaching materials in China, including Shandong Science and Technology Press (hereinafter referred to as Luke Edition), People's Education Press (hereinafter referred to as People's Education Edition), Jiangsu Education Press (hereinafter referred to as Jiangsu Education Edition) and four major foreign mainstream teaching materials, including Chemistry: Concept and Application, Chemistry for use with the IB Diploma Program STANDARD LEVEL (hereinafter referred to as IB Edition) Chemistry The Central Science (AP version for short), Cambridge International AS and A Level Chemistry Coursebook (A-Level version for short), this paper takes the electrochemistry part of high school chemistry textbooks as the research goal, and conducts research and discussion around five points: the type, number, role of models, and presentation orientation and presentation form in textbooks. Secondly, the author also conducted a survey on teachers' cognition and practical effects of electrochemical models in different versions of textbooks through questionnaires.

The following results are obtained through comparative study:

First of all, as far as the number of models is concerned, the number of models added to foreign textbooks is obviously more than that of domestic textbooks, while the number of domestic textbooks of three editions is basically the same. As far as the construction of the overall knowledge structure model is concerned, there is little difference at home and abroad. Basically, there are five major parts: primary battery, electrolytic cell, primary battery, secondary battery and metal corrosion.

Secondly, in terms of function, both domestic and foreign textbooks attach great importance to the description and interpretation of the model. The foreign version of textbooks focuses on model prediction, while the domestic Luke version focuses on the systematic function of the model. Even if it is not well presented, it is generally a qualitative leap in cultivating students' model cognitive ability.

Moreover, in terms of presentation orientation, both domestic textbooks and foreign textbook models are text oriented. In contrast, foreign textbooks pay more attention to the expression of models in explicit language, while China's Luke and Soviet Education Press pay more attention to the explicit expression in the interpreted text.

Finally, in terms of model presentation form, both Chinese and foreign electrochemistry textbooks tend to show the model through pictures. However, few domestic textbooks highlight the model through words and characters, and the combination of words and pictures is rare. On the contrary, foreign textbooks tend to introduce the model through explicit words. It can be seen from this that most foreign textbook designs introduce the model in the form of words and pictures, Diversified model expression is conducive to stimulating learners' brainpower and cultivating students' model cognitive literacy.

The results of the questionnaire survey show that most teachers have a clear understanding of the electrochemical model, and can quote the electrochemical model in the teaching materials to arouse students' interest in learning, so as to achieve good teaching results. What is insufficient is that the number of teachers considering the construction of a new electrochemical model is relatively small, which requires teachers to enhance their innovation awareness, so as to achieve a leap in teaching quality based on textbooks.

Based on the above results, we suggest to enrich the presentation of electrochemical models, increase the use of explicit language, and connect the application scenarios of electrochemical models in life in terms of textbook compilation. In teaching practice, we suggest that teachers should deeply understand the nature and role of electrochemical models, infiltrate model methods in several different periods, and regularly hold model discussion learning activities. Therefore, this study has certain theoretical and practical significance for the development of international education in China.