A Comparative Study Of "General High School Chemistry Curriculum Standards"

National Curriculum Standard is the basis for the compilation of teaching materials,teaching,assessing and examination propositions.It is the foundation of the national management and evaluating curriculum.At the same time,relevant researches show that as a major curriculum resource,Chemistry Curriculum Standard is often used by chemistry teachers to obtain the target requirements of textbook content,related suggestions and situational materials,etc.It can be clearly seen that the Chemistry Curriculum Standard is important for chemistry teaching.In 2013,the Ministry of Education launched the revision of the “Ordinary Senior High School Chemistry Curriculum Standard”,which was revised in 2017.The “Ordinary Senior High School Chemistry Curriculum Standard(2017 Edition)”(hereinafter referred to as the “17-year High School Curriculum Standard”)was officially published.Compared with the “Ordinary High School Chemistry Curriculum Standard(Experimental Edition)” published in 2003(hereinafter referred to as “03-year High School Curriculum Standard”),the “17-year High School Curriculum Standard” draws on the experience and outstanding achievements of domestic and foreign curriculum reform over the past ten years.Certain changes have taken place in many aspects.Based on the “17-year High School Curriculum Standard” and the “03-year High School Curriculum Standard”,the paper conducts content comparison and practical investigation.In the content comparison,the combination of quantitative research and qualitative research is mainly used.In terms of quantitative research,with the help of Python programming software,the word frequency analysis technology is used to analyze the high frequency vocabulary and word frequency mutation of the two editions of the curriculum standards.In terms of qualitative research,the paper makes a detailed comparative analysis of the curriculum concepts,curriculum nature,curriculum objectives,and course content of the two editions of the curriculum standards,with a view to discovering the “03-year High School Curriculum Standard” to the “17-year High School Curriculum Standard”.In the practice investigation,in order to investigate the understanding and application of the chemistry teachers on the revision of the curriculum standards,interviews were conducted on the teachers to provide some suggestions and inspirations for curriculum reform and teacher teaching.Through the content comparison study,it is found that in the curriculum concept,the two editions of the curriculum standards advocate students' different choices of course content at different stages of development.However,the “17-year High School Curriculum Standard” emphasizes the development of key competencies in the three aspects of curriculum theme,curriculum goal system and curriculum evaluation,and attaches importance to the study of chemical history and chemical science development trends.In terms of the curriculum nature,both editions of the curriculum standards point to the fundamental role of the high school chemistry curriculum.While,the “17-year High School Curriculum Standard” highlights the important position of the chemical science and the role of the key competencies of the discipline in the training of talents.In terms of curriculum objectives,both editions of the curriculum standards emphasize the positive role that chemistry plays in promoting social development.However,for the "discovery of problems,decision-making of problems,and solution of problems",the “17-year High School Curriculum Standard” pays more attention to the setting of curriculum objectives from the perspective of key competencies,and realizes the organic integration of key competencies of chemistry discipline and curriculum objectives.It makes the curriculum objectives more instructive and practical.In the curriculum structure and course content,the content setting of the “03-year High School Curriculum Standard” is relatively elementary,and the “17-year High School Curriculum Standard” is richer in the description of the course content through the reconstruction of the course structure and multilevel topics.The degree of structure is deeper and the function positioning of the project settings is more accurate.In the specific content section,the course content of the “17-year High School Curriculum Standard” focuses on key competencies.The material knowledge content of compulsory courses is greatly reduced,the degree of structural knowledge is deepened,and the connection between chemistry and social development is emphasized.Selective compulsory courses focus on the application,structure,conception and experience of knowledge,increasing the ethical and cutting-edge chemical content and reducing the requirements for material computing.The design of the elective course pays more attention to the connection with society,technology,science and environment,closing to the STSE education concept and pays attention to the practical application of chemical knowledge.Through interviews with chemistry teachers,it is found that they have higher enthusiasm for the study of the “17-year High School Curriculum Standard”.But focusing of research and study is mostly on the content of the course,they neglecting the research of curriculum concept,curriculum objectives and implementation recommendations,etc.They have a certain understanding of the changes in the curriculum concept,curriculum structure and curriculum content of the “17-year High School Curriculum Standard”,and they believe that these changes have a foreseeable and greater benefit to the long-term development of students.Individual teachers have practiced the new course content in the actual classroom and received good feedback.Chemistry teachers generally recognize the important role that experiments play in student learning,and support the setting of “student must do experiments” in terms of students' own improvement,clear teaching methods,and implementation of key competencies.There are also teachers who reflect the time constraints of student experiments and the lack of laboratory staff and other practical problems that need to be solved urgently.In the application of the “implementation recommendations” for the “17-year High School Curriculum Standard”,the teachers have already developed a good course on “Chemical History as a Situational Material” which is “17-year High School Curriculum Standard” advocated.Despite this,the mining of the role of contextual material is not enough.Most of the teachers have the experience of “teaching,learning,and evaluation” in their daily teaching,but few teachers have said that they have evaluated the students through “making a detailed inquiry” in the classroom questioning process.In terms of "new curriculum standards and old textbooks",chemistry teachers mostly use the two together,including teaching with multiple versions of textbooks and the designing guidance cases.On the basis of comparative study and practical study,the following suggestions are given to teachers' teaching and education superior departments.Focusing on the cultivation of students' scientific inquiry ability.Enhancing students' key competencies in experiments and inquiry activities.Focusing on achieving the transformation of knowledge into key competencies in the classroom.Trying to carry out the "competencies-based" teaching practice.Fully grasping the function of "teaching tips" in the curriculum standards.Trying the teaching process and the design of teaching plans based on the new evaluation paradigm.The front-line teachers should actively participate and publish theoretical and practical study related to the High School Chemistry Curriculum Standards and new textbooks.Higher education departments should provide active supports and proper arrangements for front-line teachers based on curriculum standards for teaching and researching.