Research On Curriculum Change Based On Element Knowledge

The appearance of Chemical Curriculum Standards on Chemistry Subject in High School is a critical sign for the New Curriculum Reformation. The syllabus has taken significant changes in both concepts and requirements, compared with the former. Besides, the newly compiled textbook based on Curriculum Standards also differs from the original material in the choice, organization and presentation of content. Element lore, as the basic knowledge on chemistry subject, is further simplified according to the demands. And from this arises a series of problems that need further study, like:What changes have happened to Element lore from the Standards to its performing (writing of textbook, teaching and learning)? How much it has changed? What effects the changes have caused? How to develop it positively and, meanwhile, minimize the negative effects? All these problems confuse the designers and the implementers, and will finally influence the implementation results. Thus, a deep analysis and research is badly needed.Drawing on previous studies, the author tries to analyze related contents about Element lore to establish a Quantitative Model of Curriculum Analysis, according to the depth and the width of the curriculum (Chapter Two). By observing real classes and analyzing homework, the author respectively studied the Curriculum Standards, textbooks, classroom teaching and homework with the combination of Qualitative Analysis Method and learned how element lore changes during Curriculum performing (Chapter Three). On top of this, the author gets to know the reasons that cause changes of curriculum contents in teaching as well as the relationship between these factors through interviews and questionnaires among teachers (Chapter Four); At last, according to the Curriculum Standards, corresponding teaching strategies and proposals to the classroom teaching of element lore will be made, based on the earlier study results and the analysis of teaching cases (Chapter Five)As the studies show, Element lore shows the character of linear increment in its depth and width among the following aspects:the Curriculum Standards, textbooks, classroom teaching and students'homework. The character causes their consistency with Curriculum Standards to diminish. Teachers reduce the fluctuation of difficulty by lessening or simplifying students'activity and by increasing teaching periods to deal with the increment of curriculum contents and requirements. According to teachers'reference books, the importance of textbooks has surpassed that of Curriculum Standards. Thus, textbook reformation leads to the reformation of classroom teaching to a certain degree.However, textbooks are not where all our learning contents come from. Furthermore, exercises such as reference books, tests, online material and previous college-entrance-exam papers, and teaching experience from teachers or their fellow workers, are also important reasons for learning contents change. But students'learning ability is a decisive factor that restricts the changing degree. Those factors above all contribute to the curriculum change, but the main one is what we call school work evaluation. Unitary evaluation and stressful results towards teachers make them pay little attention to curriculum standards. At the same time, it is not easy for teachers to have an exact grasp of the contents and requirements in the process of evaluation for student, which leads them to turn to all kinds of teaching references to determine or extend their teaching contents in depth and width and assign the students a lot of exercises as well.Studies also show that the students'academic performance is the goal to be pursued by teachers, which is what we have to face during classroom teaching reformation. Therefore, only by improving the efficiency of classroom teaching and achieving the diversification of teaching function makes it possible to carry out classroom teaching reformation in depth. The analyzing results towards teaching cases illustrate that students'learning interest can be aroused by creating effective scenes and experimental inquiries. This can also enhance their understanding of learning contents, such as difficult points and complex transformations in compounds studying. All these will finally result in raising their learning efficiency. That is what the Curriculum Standards call for, that is, "studying through real examples or experiments". The study also shows that the classroom teaching and homework which are reasonably arranged based on a good understanding of the typical influence the Curriculum Standards and the textbook have on choosing the knowledge of elements and the systematicity the Material Transfer Relationship indicates, will be significant in increasing the efficiency of the classroom teaching and students' practice. In addition, more research and targeted adjustment on Quantitative Model of Analysis, deeper studies on course requirements and students'learning status, and the effectiveness of classroom teaching and educational diversity of teaching strategies will belong to further in-depth research.