| Since the foundation of the People's Republic of China,with the development of science and technology,the chemistry basic course has undergone some major changes.Coping with the new requirements for education at different stages,the chemistry curriculum must increase the curriculum level and remove some outdated content accordingly.The textbook should be modernized and continuously adjusted to suit the students' acceptability,helping students master the basic knowledge of chemistry and heighten their scientific attitude and practical abilities.Then,after 70 years of curriculum reform,it is a big question that what changes have occurred in the content of the middle school chemistry curriculum in China.The elemental compounds is the basic "skeleton" of chemistry knowledge in middle school.In this paper,11 syllabus(or called curriculum standard)the elemental compounds in chemistry syllabus(or called curriculum standard)has been analyzed the change of the quantity,specific content,ordering sequence and teaching requirements of elemental compound knowledge since the founding of the People's Republic of China.This researcher not only pays attention on the changing law of the content of elemental compounds,but also on the factors that effect these changes.On the basis of summarizing the classification of chemistry courses by predecessors,the content of middle school chemistry courses has been divided into basic chemical concepts,basic chemical theories,elemental compounds,chemistry experiment and chemistry practice knowledge.Therefore,the content analysis method is used to summarize the change law of the content of elemental compounds of the chemistry curriculum in middle school,combined with the historical research method in the paper.Besides,every knowledge point in each version of the syllabus(or curriculum standard)has been coded step by step with the help of MAXQDA 2018.0.And then we also use pictures and tables to visualize the result and analyse the possible causes of the changes in combination with specific historical data.Comparing the trends of the content of elemental compounds in the middle school and high school,it can be divided into four periods,including the period of the foundation of the People's Republic(1949-1965),the period of reform and opening up(1978-1985),the period of rapid development(1986-1999)and the new curriculum reform period(2000-present).And the characteristics of quantity,specific content,ordering sequence and teaching requirements in various periods are summarized in the conclusion part,and researcher has analyzed the possiblereasons by combining the guiding ideology of each period and the background information of curriculum reform.It was found that there is little change in the content of the middle school chemistry course,but the depth and breadth of the content are slightly diverse in different stages;non-metallic elements are the important components of elemental compound knowledge,and the proportion of knowledge of organic compounds in high school is increasing year by year.The theory is intercalated with the knowledge of elemental compound in the chemistry syllabus or curriculum standards,but the emphasis at each stages is different from the others;the evaluation on students is ignored during the early period of the foundation of the People's Republic and the period of reform and opening up.The teaching requirements was gradually added from 1986 chemistry syllabus,more specifically,the extent to which each part should be clarified or to what extent students should be mastered was added into the chemistry syllabus.Although the trend of the content of elemental compounds since the founding of the People's Republic of China has been summarized,this study can be further improved in terms of objectivity,reliability and validity,and research methods and so on. |
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