Analysis Of Scientific Spirit Elements And Investigation Of Teaching Status In High School Chemistry Curriculum From The Perspective Of Ideological And Political Integration

In 2016,the Ministry of Education proposed the development of core literacy for Chinese students,pointing out six core qualities that meet the needs of students’ lifelong development.Scientific spirit is one of the six core qualities,including basic points such as rational thinking,questioning and criticism,and the courage to explore.The 2017 edition of the "General High School Chemistry Curriculum Standards"(hereinafter referred to as the "New Curriculum Standards"),based on the development and needs of the times,clarifies the core literacy of the chemistry discipline,which reflects students’ multifaceted,high-level,and valuable pursuit of learning chemistry.In recent years,the educational concept of ideological and political courses has been continuously developed,and integrating ideological and political courses into various stages and disciplines is conducive to achieving the educational goal of collaborative education.The implementation of curriculum ideological and political concepts in chemistry classrooms plays a complementary role in developing students’ core qualities of "scientific attitude and social responsibility","scientific research and innovation awareness".Therefore,this article is based on the knowledge of chemistry as the pillar,guided by the core quality of chemistry,and under the perspective of ideological and political integration of high school chemistry curriculum,to investigate the teaching status of students’ "scientific spirit".Scientific spirit is an important factor that affects students’ comprehensive literacy.Currently,most of the research on scientific spirit focuses on the definition of concepts,comparison with humanistic psychoanalysis,and other aspects.However,the compilation of scales and analysis of connotation structure are relatively lacking.Based on the constructivist theory,STSE education theory,and moral cognitive development theory,this article clarifies the connotation and structure of the elements of scientific spirit through consulting relevant literature and authoritative documents at home and abroad.Based on the connotation and dimensionality of elements,a questionnaire for the evaluation of high school chemical scientific spiritual literacy was developed using literature research and questionnaire survey methods.After expert testing,preliminary questionnaire testing,and reliability and validity testing,the final draft of the high school chemical science spiritual literacy questionnaire was formed.Through empirical research,the connotation weight relationship of chemical scientific spirit was corrected,and the scientific spirit literacy level of students from different schools in a city was measured.Based on the data analysis,the author draws conclusions and proposes teaching strategies for cultivating students’ scientific spirit from the perspective of curriculum ideological and political integration.Through research,the following conclusions are drawn: The spiritual elements of high school chemistry science are composed of four connotation structures: rational thinking,questioning and criticism,courage to explore,and humanistic feelings;The chemistry classroom from the perspective of curriculum ideology and politics attaches importance to the cultivation of students’ scientific spirit.The conclusion shows that most students’ scientific spirit literacy is at a medium level,and their rational thinking and courage to explore still need to be improved.Different types of schools and classes can cultivate students’ scientific spirit through effective teaching strategies.The evaluation scale developed in this study provides theoretical support and evaluation tools for the cultivation of high school chemistry scientific spirit,which is of practical significance and can effectively implement the fundamental task of cultivating morality and cultivating talents...