A Study On Alignment Between Curriculum Standards And Chemistry Classroom Teaching In Junior Middle School

Since the 1990 s, with the advent of globalization of education, All the countries in the world actively pursue standards-based curriculum reform policies and advocate standards-based teaching reform. In this context, the extent of teachers curriculum implementation has become an important method in investigating group of classroom teachers in the status of implementation, and the construction of classroom teaching and curriculum standards alignment model is an important perspective in detecting the extent of teachers’ curriculum implementation. In our case, the field of basic research on alignment between classroom education and curriculum standards at a late start. However, with the deepening of the new curriculum reform, the discourse in educational theory and practice reaches a consensus.Research shows that teachers are the subject of curriculum implementation, a large sample survey of classroom teaching status of implementation, and its purpose is to promote the teachers’ understanding of the new curriculum programs, the implementation of new programs, innovation teaching model, and thus enhancing the quality of teaching in schools. The information that Classroom teachers understood in the past, mainly was through teacher seminars, interviews, observation and evaluation listening, teaching video analysis, a simple questionnaire, student achievement, path analysis and so on. However, information that obtained by means of these methods is fragmented, sometimes contradictory. It is difficult to convince. Therefore the phenomenon, the researchers will conduct classroom teaching difficult situation of a large sample survey compared to "black box." To break the group classroom teachers surveyed "black box", the researchers made a long-term course abroad in-depth study. In 1999,the American scholar Porter, who developed the "SEC" survey model. Recognizing as an effective investigation tool and method. Based on this, the paper takes junior high school chemistry teacher as the study, using "SEC" survey model to explore the alignment between Chinese mainland junior high school chemistry classroom and curriculum standards. Including the following questions: is consistent between junior high school chemistry classroom teaching and curriculum standards? What is the same, what is inconsistent? What factors affect the level of alignment? What strategies should be taken to improve their level of alignment. Data from existing studies, the current study of these issues is not deep enough yet. Exploring this issue, not only can grasp junior high school chemistry classroom teaching and curriculum standards alignment level status, but more importantly, can build localization classroom teaching and curriculum standards consistent theoretical model analysis, broadening and pushing the investigation and analysis of compulsory education in different grades and classroom discipline and curriculum standards compliance level status. Testing the degree of curriculum implementation of school teachers, thus contributing to the quality of basic education has been increasing.The paper is divided into eight chapters; the first chapter is the introduction part. Which mainly include the background, the purpose of the study, the problem and innovations.The second chapter is a literature review. Which include defining core concepts; curriculum objectives of the study; Curriculum Standards; implementation of research programs; implementation of classroom study; alignment analysis of theoretical research in the field of education and so on.The third chapter is the part of theoretical model. Which include a general overview of "SEC" investigation model; the necessity and feasibility of using the "SEC" investigation model; localization and transformation of "SEC" survey model.The fourth chapter is the part of the research design and method. Which include basic ideas; identifying research methods; determining the study; data collection process and methods of research; validity studies, reliability and ethical content.Chapter V to Chapter VI are the findings section. The fifth chapter include: First, exploring the dimensions of junior high school chemistry learning objectives alignment level status. These include general state of junior high school chemistry consistency level learning objectives; specific situation junior chemistry alignment level learning objectives; junior chemistry learning objectives alignment level in regional differences status. The second is to explore the level of junior high school chemistry learning objectives characterized by alignment and attribution analysis. These include the general characteristics of junior high school chemistry learning objectives consistent with the level of attribution analysis; specific learning objectives chemical characteristics junior level of alignment and attribution analysis; regional differences chemical characteristics junior level learning objectives consistent with the attribution analysis.The sixth chapter includes learning topics to explore the dimensions of junior high school chemistry level of consistency condition. These include: general state of junior high school chemistry learning theme alignment level; specific situation junior chemistry learning topics consistency level; junior chemistry learning topics consistency level regional differences status. The second is to explore the theme of junior high school chemistry learning characteristics and dimensions of alignment level attribution analysis. These include: the general characteristics of junior high school chemistry learning topics alignment level and attribution analysis; junior chemistry learning objectives consistent level of the specific features and attribution analysis; regional differences chemical characteristics junior level learning objectives consistent with the attribution analysis.Chapter VII is the factors section. We discuss the main factors affecting the alignment between junior high school chemistry classroom teaching and curriculum standards through teachers’ interview. Firstly, Senior high school entrance examination reform affects the level of alignment. Secondly, teachers’ understanding of the classroom curriculum affects alignment level. The third is the content of the level of impact on the professional development of teachers in the classroom teaching and curriculum standards alignment level and so on.Chapter VIII is the conclusions and suggestions. This study presents following strategies: taking diverse paths promoting junior high school chemistry teacher professional level; desalination "score" oriented junior high school chemistry education, returning to the concept of academic accomplishment; deepening junior high school chemistry curriculum standards research and revision; researching and building chemistry textbooks based on junior high curriculum standards; developing the classroom teaching and curriculum standards alignment level analysis model based on localization.In summary, the issue of alignment between junior high school chemistry classroom teaching and curriculum standards in China is still in the immature stage. The alignment of the theoretical model developed from localization to the promotion and application of basic education, is still only a preliminary exploration. Nevertheless, theoretical and practical significance of this study is of great value, not only providing a new horizon degree courses for teachers implementing testing, primary and secondary school teachers better promoting the implementation of standards-based curriculum teaching, and thus enhancing the quality of classroom teaching.