The Comparison Of Middle-school Chemistry Curriculum Standards (Syllabuses) In China

Chemistry curriculum standard (syllabus) is the mid-cosmic form of chemistry curriculum, reflecting the problems pertinent to chemistry curriculum goal, curriculum content, curriculum implementation and evaluation. Since the first middle school chemistry curriculum standard of our country was born in 1923, chemistry curriculum standard (syllabus) has passed by a history for 80 years so far. With the development of chemistry discipline, progress of the society and further investigation of the education science, especially curriculum theories, the chemistry curriculum standard (syllabus) is in constant development too. The history of chemistry curriculum standard (syllabus) reflects the history of chemistry curriculum reform.The history of chemistry curriculum standard (syllabus) is divided into 3 stages in this paper: Before 1949, from 1949 to 2000, after 2000. Curriculum goal, curriculum content and curriculum implementation, curriculum evaluation are compared separately in chemistry syllabuses (curriculum standards) in different periods. We compare the curriculum standards of the preceding two periods from the inside, stating the development characters of chemistry syllabuses: before 1949, chemistry curriculum standards focus more on curriculum problems than on that instruction problems, which can be demonstrated from the diversification of curriculum style, changes of curriculum content; after 1949, chemistry syllabuses focus more on instruction problems than on curriculum problems, which can be demonstrated from the regulations of instruction process and guidance of instructions. We compare the new curriculum standard with the former syllabus, expounding the directions of the present chemistry curriculum reform: new chemistry curriculum standard introduces the creating destinations and the performing destinations on the basis of behavior destinations, forming a wiser destination system; it comes to concentrate on curriculum implementation andevaluation..In the last paragraph, this paper analyses several basic inner factors that influence development of chemistry curriculum. These factors include the relation between chemistry and comprehensive science, the relation between compulsory chemistry curriculum and optional chemistry curriculum, the relation between chemistry basic theory and the knowledge of elements and compounds, the relation between experiments and theories. And several important questions are discussed. These questions include the relation of chemistry curriculum and chemistry instruction, chemical "double bases", and the destination of chemistry education. Directions of chemistry curriculum reform are proposed: diversification of curriculum style, socialization of curriculum content, scientific process of curriculum goals; curriculum implementation will be paid more attention to; the curriculum evaluation will focus on growth of students.