Research On The Content Setting Of Science And Technology Risk In Middle School Science Curriculum

Technology risk is the form of specific risk in the modern industrial society,which is the inevitable consequence and by-products of modernity. With modernity continuing to expand, science technology plays an increasingly crucial role, but it caused a lot of the risk of serious consequences.Such as nuclear threats, radioactive pollution, safety of genetically modified foods, cloning and cybercrime growing proliferation of such phenomena are almost always closely related to science technology.To mitigate the technology risk, we need to start from the education of young people.This paper studies the technology risk content settings contained in the middle school science curriculum standards and curriculum materials.The first studychooses junior high school physics, chemistry, biology three curriculum standards and textbooks for materials of the study, choosing the number of science technology risk in various disciplines and the level requirements and the column type for research.By analyzing, the results as follows:(1)The standards of science and technology risk of Junior high school physics are mainly required for the cognitive goals and experiential goals. Textbooks containing is mainly in the section of knowledge to explain.(2)The standards of science and technology risk of Junior high school chemistryis mainly required for the cognitive goals and experiential goals. Textbooks containedmainly in the section of knowledge to explain.(3)The standards of science and technology risk of Junior high school biologyis mainly required for the experiential goals and cognitive goals. Textbooks containedmainly in the section of knowledge to explain.The second study chooses senior middle school physics, chemistry, biology three curriculum standards and textbooks for materials of the study, choosing the number of science technology risk in various disciplines and the level requirements and the column type for research, by analyzing, the results as follows:(1)The standards of science and technology risk of senior middle school physicsis mainly required for the cognitive goals. Textbooks containedmainly in the section of student activities inside and outside the class.(2)The standards of science and technology risk of senior middle school chemistryis mainly required for the cognitive goals. Textbooks containedmainly in the section of student activities inside and outside the class.(3)The standards of science and technology risk of senior middle school biologyis mainly required for the cognitive goals. Textbooks containedmainly in the section of expand knowledge.The third studycontrasts technology risk contents included in high school physics, chemistry, biology these disciplines, conclusions as follows:(1)From the comparison of technology risk contents included in junior high school physics, chemistry, biology these disciplines, junior high school physics relatively attach imporance to the learning focus on technology risk content, followed by chemistry, biology least attention. From the number of technology risk content in units of content topics,Junior high school biology relatively attach imporance to the learning focus on technology risk content, followed by chemistry, physics least attention.This conclusion is just the opposite with the curriculum standards.(2)From the comparison of technology risk contents included in senior middle school physics,chemistry,biology these disciplines,senior middle school physics and biology relatively attach imporance to the learning focus on technology risk content, biology least attention. From the number of technology risk content in units of content topics,Senior middle school chemistry relatively attach imporance to the learning focus on technology risk content, followed by biology, physics least attention.This conclusion is just the opposite with the curriculum standards.(3)From the comparison of technology risk contents included in senior middle school physics and junior high school physics, two disciplines penetrate considerable degree in standards, and both requirements on the technology risk content are substantially the same; The extent penetrate of two school section textbooks is quite,but the distribution of the content of the technology riskcontained in is different.(4)From the comparison of technology risk contents included in senior middle school chemistry and junior high school chemistry, two disciplines penetrate considerable degree in standards, and both requirements on the technology risk content are substantially the same; The extent penetrate of two school section textbooks is quite,but the distribution of the content of the technology riskcontained in is different.(5)From the comparison of technology risk contents included in senior middle school and junior high school biology, the standard junior high school biology penetrate more than textbooks.But two disciplines penetrate considerable degree in standards, the textbooksjunior high school biology penetrate more than standards.but the distribution of the content of the technology riskcontained in is different.Overall, high school physics, chemistry, biology curriculum standards and textbooks have great importance to technological riskeducation, but hasdifferent degrees infiltration.Other,by comparison,the setting of technology risk in curriculum standardsand textbookhas some inconsistencies,which deserves attention from education researchers.