| Since the reform and opening up,many courses and teaching reforms have been carried out,and chemical education surveys have also yielded rich empirical research results in the past 40 years.However,looking at the achievements of the chemical education survey from 1980 to the present,there are few longitudinal studies on"chemical education surveys" as a whole.Therefore,it is necessary to understand the research hotspot,development process,and overall presentation of the chemical education survey,and to be able to grasp the development trajectory of the chemical education survey more deeply and comprehensively,which has important practical significance for the construction of the discipline.The paper uses CNKI as the source of literature data,uses CiteSpaceV software to analyze,and draws the knowledge map of China's 1980-2017 chemical education research hotspots.Select three major journals in the field of chemical education,namely "Chemical Education","Chemistry Teaching",and "Reference to Chemistry Teaching in Middle Schools" as research samples;divide the research and development stage according to the important time points of China's curriculum reform:The First Phase(Starting Period:1978-1996),The Second Phase(Acceleration Period:1997-2010),The Third Phase(Stable Period:2011-2017).The issues discussed in this paper are:(1)What is the overall research focus of the chemical education survey in the last 40 years?(2)What are the major research hotspots at each stage?(3)What are the hot topics at different stages in each field?(4)What are the rules of the development process in the three phases?(5)What is the most common survey method in the past 40 years?What are the characteristics of the survey?(6)What is the impact of the education reform process on the research hotspots of chemical education?The conclusions of this paper are as follows:(1)The six research hotspots of "student learning","teaching","teacher","curriculumn" "education" and "teaching materials" are stably developing.The hot topics are:students' non-intelligence factors and ability,research-based learning and self-directed learning;experimental teaching,classroom teaching;teacher professional development;new curriculum reform;compulsory education reform;teaching materials use." Among them,"students' study,teaching,and teachers" occupy the three most important core areas.(2)Three important research hotspots:The First Phase "Students' Learning,Teaching,and Education",The Second Phase "Curriculum,Student Learning,Teachers,and Teaching",The Third Phase "Student Learning,Teaching,and Teachers".(3)The development of hot topics in different stages of the six major areas:In the area of "student learning",the first is to investigate the relationship between students' non-intelligence factors and learning and students' abilities.Then there is a change in the way of learning,and attention is paid to the new learning methods of"research-based learning" and "scientific inquiry";students' experimental ability and inquiry ability.Then pay attention to the diversity of learning methods,such as:independent learning,cooperative learning,etc.;return to the relationship between student ability and teaching,classroom,effective learning strategies.In the field of "teaching",it is first to investigate the reform of teaching,the status quo of teaching,and the quality of teaching.Then focus on classification and discussion,"experimental teaching" and "class teaching" the most prominent,the direction of "the status quo,teaching strategies,teaching design,teaching quality" and so on.Subsequently,the "experimental teaching" continued to increase in popularity,themes were diversified,and the combination of multimedia information technology,inquiry-based experimental teaching,etc.;began to focus on "flipping classroom"innovative teaching model.In the field of "teachers",there has been little mention of the "teacher" ontology.However,after the new curriculum reform,more and more attention has been paid to the discussion of "professional development of teachers".It also involves teachers'behavior in teaching and training of in-service teachers.Subsequent investigations have become more detailed.For example,"Normal Chemistry Students" has become a research hotspot,focusing on the current status of pre-service chemistry teachers'literacy and abilities,and the impact of "teacher role" changes on teaching.In the "curriculum" field,the hot spot is "curriculum reform".Changes in popularity have their ups and downs:first is the reform after the reform and opening up,and the heat is general.Then,a large number of "new curriculum reform" surveys have emerged and the heat is highest;and school-based curriculum and curriculum resources have been investigated.The popularity of the "new curriculum" has subsequently declined and has steadily progressed.The "education" field has shifted from one hotspot to the next and from the"Nine-year compulsory education reform" to the "continuing education" for teacher training,and then to the "quality education" and "innovation education" for pre-service teachers.In the field of "teaching materials",the first is the nine-year compulsory education textbook reform;followed by the implementation and use of new textbook reform;and then "how to use good textbooks",focusing on the secondary development of textbooks and the exploration of the functions of the textbooks.(4)The development process of chemical education research and research hotspots has stability,inheritance,and change.The basic research fields and important research hotspots in the three phases of chemical education surveys are stable;such as the fields of "students' study,teaching,and teachers";the survey subjects,themes,and scopes are all inherited and the development is relatively stable.The variability is reflected in the different focuses of research in different stages;the different topics in different stages of the same field are different;the attention and focus in different stages of the same topic are different;the hot spots in different fields in the same stage are different.(5)The survey methods commonly used in 40 years include questionnaires,interviews,surveys,seminars,observations,and literature.Among them,the"questionnaire method" is the most frequently used by researchers;the number of survey methods used has also gradually increased."Statistical grouping" and"statistical charting" are the most commonly used data processing methods.The frequency of "statistical analysis" and "feature amount calculations" has greatly increased at the third stage.In the past 40 years,the scope of research hotspots has expanded and its depth has increased,and the survey objects have become increasingly specific.Pay more attention to "human and human behavior",such as:student learning,teaching,teachers,specific practical problems in curriculum and teaching,a module of teaching materials,etc.;the integration of survey objects is enhanced,such as the integration of teacher behavior and student learning.(6)The number of surveys and research hotspots are of an era and policy,and the survey subjects have performed clearly.First,the number of chemical education surveys will increase or decrease with the degree of change in the curriculum reform and the times.Secondly,the research hotspots of the chemical education survey are basically in line with the curriculum reform direction and philosophy of each stage.The research hot spots of the chemical education survey are also changing with the direction and philosophy of the curriculum standards.The development of the times will also affect the research hotspots of chemical education surveys,focusing or decentralizing. |
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