Research On Content Selection And Generation Of Chemistry Curriculum

The problem of what should school teach is an eternal curricular topic. In order to teachers teaching well and easily, students learning well and easily, the key is what kind of content curriculum selects and organizes. The dissertation studies on the problem of chemistry curriculum content systematically by several study methods of historic research, comparison, observations in classroom.The dissertation traces back to the history of chemistry curriculum and finds many characteristics of curricular content. The condition of chemistry curricular content is related to the mature degree of chemistry subject. The knowledge system of chemistry subject is the principal part of chemistry curriculum. Chemical technology and productive experience were its parts too. The higher chemistry curriculum affects the high chemistry curriculum seriously and the effect was strengthened because of educational habit, tradition, evaluation etc. We can easily find that international chemistry curricular content becomes many-faceted tendency through curricular national comparison and this change has nothing to do with category of curriculum. We rethink today's education and curriculum from the viewpoint of knowledge, curriculum and education, finding that the only subject knowledge can not well constitute curricular content. Curricular content should be systemic curricular facts and educational culture which is made up of many factors. The factors are selected by some department, unit or individual (or a community made up of them) for some educational and curricular objectives. They may be organized students' learning experience or converted mankind's culture. They also may be cultural knowledge, technology, viewpoint or methodology. A special rational connection can convert the factors into curricular content. This effective connection must be generated in normal curriculum and the results are several representations of curricular content in different stages.The different connotation of curricular content makes procedure, method, and intention of content selection and organization change. Firstly, chemical content selection won't limit increase or decrease the quantity of subject knowledge but the selecting and assessing all of the content factors. The selection will be affected by chemistry curriculum value, science culture, national policy, educational resource, knowledge viewpoint etc. We should abide by some regulations in content selection. Firstly, the selectors must clear the orientation of curriculum value and its goal system by the means of a series investigation and research. Secondly, they establish every content factor after interpreting and analyzing curriculum goals. This is a key procedure of content selection. Lastly, the selectors select concrete content factors and express them according to some pattern.The selection of content factor is reflected by curriculum documents such as curriculum syllabus. This is the first generation from potential curricular thoughts to curricular facts. In order to represent curriculum documents better, we may use the methods of gradual elaboration by motif's level and category, supplementary illustration by expression and evaluation syllabus, important factors pointed out by other title, and giving typical example of curricular content properly. Teaching materials are the version of text curriculum content which is converted and generated from content factors in curriculum documents. The curriculum makers need cut apart and reorganize subject knowledge, reform and construct all factors, and generate content text with profound curriculum value. The final curriculum content is generated in the stage of instruction. Because chemistry curriculum value will be realized by the method of chemical subject, though the mobile and instructional system and in the process of educating person. In the circumstances of prepared condition, continuous development and mutually activity, chemistry curriculum content gradually develops and generates by guiding problems, focusing knowledge and inspecting phenomenon.