Research On The Teaching Of Chemical Historical Materials Based On Scientific Attitude And Social Responsibility

With the advent of the information age,society needs more scientifically minded individuals with a sense of social responsibility and a scientific attitude.It has become the main objective of science education to cultivate students’ scientific attitudes and social responsibilities.Under the chemical quality,the core quality of chemistry is the detailed embodiment of chemical knowledge and skills.Students develop lifelong learning and social skills through chemistry subjects because of their character and key abilities.Chemistry curriculum in middle school emphasizes historical material that fosters scientific attitudes and social responsibility among students.Through chemical historical materials,students develop their scientific attitude and social responsibility.Consequently,by developing the concept of "teaching historical materials about chemical science and engineering based on scientific attitudes and social responsibility",we will be able to meet the needs of students in terms of their development as well as strengthen their chemical literacy.Using the perspective of scientific attitude and social responsibility,this paper examines the current situation of teaching chemical historical materials to cultivate students’ scientific attitude and social responsibility,based on the study of relevant literature and the explanation of research background,research significance,and research methods.The theoretical basis and core concepts of the teaching are also discussed.An analysis of the characteristics of the history of chemistry was used to develop teaching procedures.Questions were posed about the current state of teaching;teaching procedures were designed using the results.To develop students’ scientific attitudes and social responsibilities,teaching strategies for history of chemistry were explored,and teaching practices were implemented and the results demonstrated :(1)a gradual increase in students’ interest in learning chemistry through history of chemistry;(2)The importance of cognitive chemistry knowledge and the history of chemistry became clearer to students;(3)In cognitive chemistry knowledge,students developed the sense of safety and the correct scientific attitude;(4)The social value of chemistry is better understood by students;(5)Environmental awareness and conservation of resources gradually increase,;(6)Students’ sense of social responsibility gradually increases.Five parts are presented in the paper:An explanation of the research background,purpose,and significance is provided in the first part of the thesis,as well as the ideas and methods for the research.The second section develops the conceptual framework of the study and elaborates on its theoretical foundation.The third part examines the shortcomings of the current teaching of chemical historical materials through interviews with teachers and questionnaires completed by students.Student attitudes toward science and social responsibility suffer from these shortcomings.As a result of analyzing chemical historical materials and learning processes,the fourth part determines teaching strategies and designs teaching procedures according to their characteristics.A fifth part deals with the implementation of teaching practice and analyzing its effects in accordance with teaching principles.Using scientific attitudes and social responsibility as a basis for teaching history of chemistry,obtaining research conclusions:(1)teaching history of chemistry stimulates students’ development and cultivates their talent;(2)In addition to improving students’ understanding and knowledge of chemistry,chemistry history facilitates their learning process;(3)In teaching the history of chemistry,scientists develop their scientific attitude and become more responsible citizens.