Investigation And Analysis On High School Students' Learning Orientation Of Chemistry Curriculum Content

Chemistry Curriculum of high school is an important part of basic science education. Its content selection is a hot and eternal research area. In the coming new reforming wave of basic education curriculum, the core idea is oriented in student's development. In this line, studies are focused on many important problems, such as whether the existing chemistry curriculum content is met with students'requests? What chemistry curriculum content do students prefer? Deep discussion and systemic solution of these problems are extremely helpful to the development of curriculum theory and teacher's teaching.To the high school students'learning orientation problem, 435 students and 49 teachers are inquired by using questionnaire in the thesis. Systemic comparisions are presented to analysis the difference of students'learning orientation in different conditions, such as male and female, key and normal high school, rural and townie. Especially, the comparision between the middle school students and high school students is firstly presented to describe the dynamic change of learning orientation in different learning phases. Reasonable suggestions and strategy are presented to improve the curriculum content selection, schoolbook design and teachers'teaching.The Investigation is mainly organized into four parts: First part introduces the materials and methods used in the thesis in details. Based on systemic classification of chemistry curriculum contents, questionnaire forms are designed and used statistical fumlas are presented. Secend, the investigation results of students and teachers in middle school are presented by using questionnaire. Statistical results in many aspects are provided such as male and female, rural and townie. Meanwhile the difference of learning orientation between teachers'expectation and students'reality is compared. Third part presents the investigation results of students and teachers in high school by using questionnaire. Detailed stastic results in many conditions are given: male and female, key and normal school and so on. Importantly, the learning orientations of chemistry curriculum contents are compared between middle school students and high school students which describing the dynamic change of learning orientation in different learning phases. Fourth,based on our research, many reasonable suggestions and strategis are discussed and proposed to improve the curriculum content selection, schoolbook design and teachers'teaching.Innovation points of thesis: First, the middle school students'learning orientations of chemistry curriculum contents is analysized in different conditions. Meanwhile, the discussion and analysis of the static results of middle school teachers are given by using questionnaire. Secend, the high school students'learning orientations of chemistry curriculum contents is investigated in different conditions. Also, the discussion and analysis of the static results of high school teachers are presented. Thirdly, the learning orientations of chemistry curriculum contents are firstly compared between middle school students and high school students which describing the dynamic change of learning orientation in different learning phases. The results give new theorical foundation of the teachers'teaching, curriculum content selection, schoolbook design.