Study On The Current Situation Of Chemistry History Education In Compulsory Textbooks Education In Middle School Classrooms

As a historical subject,The history of chemistry plays a special role in promoting quality education and general education.Since the 19 th century,Western scholars have continuously deepened the connection between the history of science and education,and the education of the history of science has begun to specialize.As a branch of it,chemistry history education developed in modern China,and scholars began to introduce the concept of history of science and published related works.The history of science education courses offered by colleges and universities laid the foundation for the development of chemistry history education.Since the 21 st century,with the reform of basic education and "fostering virtue through education " becoming the fundamental task of education,so chemistry history education can be used as a teaching entry point for the development of subject core literacy because of its scientific and humanistic nature.Appropriate use of chemical history teaching in the classroom can not only create vivid and real historical situations,stimulate students’ interests in learning,but also allow students to experience dialectical scientific thought and cultivate rigorous scientific attitude and multi-faceted literacy.However,the author found in the teaching that there are only a handful of classrooms that use the teaching of education of chemical history,so what is the real status of the education of the history of science in frontline classrooms? What is its specific educational function? What are the difficulties it faces? This is exactly what this article is concerned with.The author first studied the performance of the education of chemical history in the two compulsory textbooks of the New People’s Education Edition,analyze it from three aspects—content selection,content presentation,and learning methods of the history of chemistry,and finds that the material content of the history of chemistry in the compulsory textbooks is mainly based on modern chemistry thought,technological development,and deeds of chemists at home and abroad.The purpose is to make students understand that scientific knowledge is the foundation of scientific research,scientific method is the key,and scientific spirit is the power and direction--the three factors promote and restrict each other.From this research,the author found that the textbooks are very rich in both the content of the material and the way of presentation and learning of the history of chemistry.So how do teachers and students recognize the educational function of the history of chemistry?How is chemistry history education implemented in real high school classrooms? The author investigated teachers’ and students’ attitudes towards chemistry history education respectively,and distributed questionnaires to the front-line chemistry teachers in 4 ordinary high schools in Taiyuan and the senior one students in Taiyuan No.2 Experimental Middle School.The survey found that teachers generally hold positive attitudes towards the teaching of chemistry history education,recognize the teaching value of the history of chemistry,and are willing to actively learn the history of chemistry and apply it in class.Although students recognize the educational function of the history of chemistry,they are limited to know the history of chemistry related to textbooks.Due to academic pressure and learning environment,most students will not consult extracurricular materials for expansion actively.Experiments show that although most schools recognize the educational function of chemical history,they do not widely use chemical history teaching.What is the impact of long-term use of chemistry history education on students’ academic performance and scientific literacy?Based on the above,the author conducted further research on the specific practical effect of chemistry history education in high school class.Taking Class 322 and Class 323 of senior one of Taiyuan No.2Experimental Middle School as the research objects,the author used comparative experiments to explore the effects of application of the teaching mode of history of chemistry to the actual teaching process,which include students’ chemistry performance,scientific nature view,chemistry core literacy,and chemistry learning attitude.Class 323 is used as an experimental class,using the chemical teaching mode;Class 322,as a control class,still adopts the traditional teaching mode,and the rest of the teaching conditions are basically the same.According to the analysis and statistics of the research results,it shows that the chemistry performance and scientific literacy of the students in experimental class who adopt the chemical teaching method both have been improved.Therefore,the implementation of chemistry history education in middle school class can indeed help students develop learning interests,construct knowledge actively,and improve scientific literacy.