The Practice And Theoretical Study Of Instructional Design Based On Chemical History Education

Chemical history aims to disclosure the commencement, development and rulesof chemistry from a historic point of view, whose contents are of rich colors.Not only does it contain lots of important chemistry knowledge, proceduresand methods, but it also shows such humanitarian meanings of the chemist as thesharp perception, strong perseverance and willing dedication to his ideal, etc.By infiltrating and strengthening chemical history education in middle schoolchemistry teaching, we can cultivate scientific qualities of the students, thuspromoting their integrated development.By studying the application of chemical history education in chemistryteaching, exploring how to use materials of chemical history, excavating theeducational value of materials of chemical history, we have found that the valueof chemistry teaching in the development of students lies in helping studentsunderstand and master the basic chemistry knowledge and methods in their seniorhigh school curriculum and form their own modes of thinking in chemistry on thebasis of realizing the scientific characteristics of chemistry, thus promotingtheir scientific qualities to develop actively and comprehensively.This dissertation is composed of6parts.Part I involves in the point of the author and its research significance. Thispart expands on the necessity of giving the education of chemical history in seniorhigh school chemistry teaching in terms of the meaning of chemical history,problems in daily chemistry teaching activities and the reform of the newcurriculum.Part II is about the research and present situation at home and abroad. Inthis part, the author introduces the research and present situation of chemicalhistory education, points of view about the blending of chemical history into chemistry teaching, ways, methods and approaches of chemical history educationin senior high school.Part III involves in the aims, train of thought and approaches. In this part,the three points mentioned above are briefly explained.Part IV is the theoretical basis of instructional design research based onchemical history education, which attaches great importance on the value ofchemical history education in senior high school, the approaches of carrying outchemical history education in senior high and the basic demands of instructionaldesign based on chemical history education.Part V is the part of teaching practice: the practice and theoretical studyof instructional design based on chemical history education, taking “Atomicstructure and periodic law of elements” in senior high chemistry textbookpublished by Shandong Science and Technology Publishing House as an example. Inthis part, instructional practice is mainly divided into four sections: Section1historically analyses chemical history concerning “Atomic structure andperiodic law of elements”; Section2analyses the instructional design of “Atomicstructure and periodic law of elements” in terms of teaching material analysis,actual conditions of students analysis, defining teaching aims and choices ofteaching strategies; Section3introduces the process and result of the teachingexperiment; Section4gives the feedback and evaluation of the teaching experiment.Part VI is about the problems and prospects. This part discusses the problemsexisting in the research and looks into the future.