Based On The Chemical Literacy Knowledge Of High School Chemistry Teaching And Research

Human being and knowledge are not two opposite extremes. Confronting with knowledge, how can an individual be literated or developed and how does knowledge be individualized? While the first question relates to the legitimacy of knowledge teaching, the second question relates to the rationality of knowledge teaching. As a keyword of the researches on the theory and practice about science education, scientific literacy implies the pursuit of science education for all and the overall development of students. However, from different standpoints and perspectives, diverse interpretions about the connotation and extension of scientific literacy had been rendered. Many researchers denied the legitimacy of traditional knowledge teaching and contended that knowledge and subjects should be surpassed. An important problem has been emerging that how knowledge teaching based on subject division which is the basic educational fact can and does develop the scientific literacy of students.The dissertation consists of two parts. The first half part includes chapter2to5and the second part includes chapter6and7.In chapter2, the author explored the history of view of value on science education in China and western countries, the representative researches on scientific literacy, and the characters of contemporary culture of China, then suggested the value pursuit of scientific literacy in the context of Chinese native culture. In chapter3, on the basis of analysis of transformative mechanism of scientific knowledge and its educational implications, the relationship between scientific knowledge and scientific literacy was explored and the model of scientific literacy based on native educational practice was constructed. In chapter4, the author analyzed the characters of chemical knowledge from the domain of research, the structure of knowledge, the nature of knowledge and the representation of knowledge, then discussed the characteristic value of the chemical knowledge in developing students’ scientific literacy. On the basis of three former chapters, a four-dimensioned model of chemical literacy which include the basic chemical concepts, the process of chemistry, the culture of chemistry and the attitude toward chemistry was constructed in chapter5. According to the model, there are three types of chemical literacy which were defined as basic chemical literacy, academic chemical literacy and cultural chemical literacy.Based on the model of chemical literacy and case studies, the author analyzed the basic problems of chemical knowledge teaching in senior high schools such as the presentation of knowledge in textbooks, the conventions of knowledge in the community of teachers, the transformation of knowledge from individual teacher and the process of knowledge internalization of students in chapter6. In chapter7, the model of instructional design of classroom based on chemical literacy was constructed, and its application in practice of knowledge teaching was explored.