Comparative Study On High School Chemistry Curriculum Standards Of The 2003 And The 2017 Edition

Chemistry curriculum standard is the basis of compiling teaching material,teaching practice,evaluation and examination proposition,and is the basis of national management and evaluation of chemistry course.Comparing the new and the old curriculum standards will help chemical educators grasp the course reform context,familiarize the specific changes of the new curriculum standard,and better promote the course reform.The study selected 2003 edition Regular High School Chemistry Curriculum Standard(Experimental Edition)and 2017 edition Regular High School Chemistry Curriculum Standard as the research objects,and makes a comprehensive comparison and analysis on the overall framework,the nature of the curriculum,the basic concepts,the curriculum objectives,the curriculum structure,the content standards and the evaluation suggestions of the two versions by using text analysis,comparative research,quantitative analysis,teacher interviews and other research methods.In addition,according to the current use situation of curriculum standards,it conducts in-depth interviews with the first-line chemistry teachers in high schools,and based on the interview results and research results,puts forward the corresponding teaching recommendations under the new curriculum standard thus hope to provide lessons for the chemistry teaching of high school after the new curriculum reform.This paper consists of six parts.Part I is the introduction,mainly describes the research background,defines the relevant concepts based on the relevant theoretical literature at home and abroad,domestic and foreign research status,research purposes,significance,process and methods;Part ? compares and analyzes the overall framework,the nature of the curriculum,the basic concepts,the curriculum objectives,and the curriculum structure of the two versions;Part ? sort out relevant theories of the breadth and depth of the curriculum and determine the comparative dimensions of the content standards.,then compares the curriculum depth and breadth of the two versions from four topics of "material structure","material change","material state" and "material nature"and analyzes the source of the difference;Part IV compares the two versions from the perspective of implementation suggestions,focusing on the comparison of teaching recommendations and evaluation recommendations;Part V,according to the interviews with teachers,determines the current use situation of curriculum standards,and combined with the interview results and the research results of the new curriculum,puts forward the actualizing recommendations under the new curriculum standard;Part VI mainly includes research conclusion,research innovation,research deficiencies and research prospect.Based on the comparison,the conclusions are as follows:(1)Compared with the 2003 edition the curriculum standard,the overall framework of the 2017 edition curriculum standard is more perfect,the nature is clearly defined,the basic concept highlights the "core literacy of chemistry",the course objective is deepened,and the structure is further optimized.(2)The curriculum breadth of the curriculum standard of the 2017 edition is obviously larger than that of the 2003 edition,and the difference of the theme of "material nature" is the biggest,and the theme of "material state" is the least.The curriculum depth of the 2017 edition is less than the 2003 edition,2017 edition is higher than the 2003 edition in the theme of "substance status",while curriculum depth of the 2017 edition is less than 2003 edition in view of other three subjects.(3)Compared with the 2003 edition,the implementation of the 2017 edition of the curriculum standard suggested a more complete structure,more specific content settings,and an increase of"professional exam proposition recommendations."(4)Through teacher interviews,we find that the proportion of curriculum standards in the hands of teachers is low,the operability of course standards is not strong,the degree of teachers' identification with course standards is not high,and they lack the training guidance of course standards.The lack of implementation environment of curriculum standards causes the low utilization rate and implementation degree of curriculum standards at the present stage.(5)Based on the results of the study,some suggestions for the implementation of the new curriculum standard are put forward:? Construct the integrated training system of teachers'curriculum standard and set up the post of teaching and research staff in middle school;? Improve teachers' awareness and ability to implement curriculum standard;? Carry out the "literacy based" teaching practice based on creating the real situation,combining with the chemistry history teaching,constructing the students' cognitive model and so on.