The Study On The Transverse Joining Characteristics Of Chemistry Curriculum Structure Of Junior High School

With the coming of 21century, the publishing of new curricular standards and new textbooks, there has been a situation that the separated setting of science curriculum combines with the integrated in junior high school, which provides more broad spaces for studying science curriculum of junior high school. However, due to many kinds of factors the integrative science curriculum can not be popularized in junior high school, and there are some repetitions and disjointing of the contents and structures between chemistry, biology and physics curriculums even in the junior high schools with the separated science curriculums, which leads some wastes or difficulties in teaching. Therefore, the joining and integrating between chemistry, physics and biology in school education should be extensively given attentions by teaching staff, and the discussion on scientific curriculum should also be the focus of the compulsory education for science teaching staff. In this thesis, through investigating the corresponding references we first give the contents of the chemistry curriculum structures based on the scientific definitions of curriculum, curriculum structure, and so on. They include: (1) the outer structure of chemistry curriculums, i.e. the setting structure of different types of chemistry curriculums; (2) the inner structure of chemistry curriculums, i.e. the setting structure of chemistry curriculum content, that is to say, contents of different chemistry curriculums can be composed as an organic whole according to one combinative mode or proportion. Then, by systemically investigating experimental textbooks of chemistry, biology and physics with the curricular standard of compulsory education published by demotic educational publishing company, and by questionnaire and by talking to chemistry teachers and new senior students in junior high school, we find that at present there are some lacks, and is still no a fixed strategy to take a reference on the way of transverse joining characteristics of chemistry curriculum structure, and the way of the integrated characteristics of outer and inner structures between chemistry curriculum with other corresponding science curriculums, and with science, technology and society life. So, we have carefully studied the transverse joining characteristics of chemistry curriculum structure from two aspects, based on which we have presented a set of strategies in order to applying the transverse joining characteristics of the chemistry curriculum structure in junior high school.　　This dissertation consists of four sections as follows: In the first section, we present our research meaning, domestic and overseas researching status about the transverse joining characteristics of chemistry curriculum structure, as well as the aim, main content and method of our studying. 　In the second section, we first give the scientific definition of curriculum, curriculum structure and chemistry curriculum structure, as well as the transverse joining characteristics of the chemistry curriculum structure. Then by the qualitative and quantitative analysis to the results obtained from the questionnaire, we investigate the problems existing on the transverse joining of inner and outer structures between experimental textbooks of biology, physics and chemistry with curricular standard of compulsory education.　　In the third section, according to the above analysis on the transverse joining characteristics of chemistry curriculum structure of junior high school,we try to offer a practicable strategy in teaching from two aspects. Namely: (1) the practicable strategies of the transverse joining characteristics of outer chemistry curriculum structure of junior high school, this includes setting curriculum style of the classified science curriculum combining with the integrated one, and diverse designs for the same curriculum, providing different curriculum designs under the limited resource of curriculum and teaching times, and also includes solely opening environment education curriculum. (2) the practicable strategies of the transverse joining characteristic of inner chemistry curriculum structure of junior high school, it includes carrying out content setting with double main threads, and taking "scientific investigation"as an entrance, crossing related knowledge between different subjects, and also includes intensifying the whole joining of curriculum contents with the joining of knowledge as main axes; and paying attention to repetition and disjointing of teaching materials of chemistry, biology and physics in the writing chemistry teaching material. Finally, we point out that the key of carrying out the transverse joining characteristic of chemistry curriculum structure is to enhance teachers'qualifications. Conclusions and suggestions are presented in the final section, which is mainly about some deficiencies in our work and some detailed works that should be done in the future.