Chemistry is an important part of natural science, focusing on the relationship between the composition, structure and properties of substances, as well as the laws and control means of substance transformation. Today, chemistry has developed into an important foundation of materials science, life science, environmental science and energy science, and has become an important force to promote modern social civilization and scientific and technological progress, and is making positive contributions to solving a series of crises faced by mankind, such as energy crisis, environmental crisis and food crisis.
As an important part of science education, the new chemistry curriculum advocates starting from the needs of students and social development, giving full play to the advantages of the subject itself, taking scientific inquiry as the breakthrough of curriculum reform, stimulating students' initiative and innovative consciousness, prompting students to take the initiative to learn, and making the process of acquiring chemical knowledge and skills a process of understanding chemistry, conducting scientific inquiry, connecting with social life reality and forming scientific values.
First of all, the nature of the course
The chemistry course in compulsory education can help students understand the role of chemistry in social development, understand the related problems in science, technology, society and life from the perspective of chemistry, understand the influence of chemical products on human health, know how to use chemical knowledge and methods to control environmental pollution and rationally develop and utilize chemical resources; Enhance students' sense of responsibility for nature and society; So that students can make more rational and scientific decisions when facing the challenges of social problems related to chemistry.
The chemistry course in compulsory education should be enlightening and basic. On the one hand, provide students with the most basic chemical knowledge and skills needed for future development, and cultivate students' ability to analyze and solve simple problems by using chemical knowledge and scientific methods; On the other hand, students can gradually understand the relationship between nature and environment from the perspective of chemistry and analyze related social phenomena.
Second, the basic idea
1. Let every student know the colorful chemistry closely related to human beings with a relaxed and happy mood, actively explore the mystery of chemical changes, form a sustained interest in chemistry learning, and enhance self-confidence in learning chemistry well.
2. Provide every student with equal learning opportunities, so that they have the necessary chemical knowledge, skills, methods and attitudes to adapt to modern life and future society, and have the necessary scientific literacy to adapt to future survival and development. At the same time, pay attention to let students at different levels get good development on the original basis.
3. Pay attention to students' existing experience, let them feel the importance of chemistry in familiar life situations, understand the close relationship between chemistry and daily life, and gradually learn to analyze and solve some simple practical problems related to chemistry.
4. Let students have more opportunities to actively experience the inquiry process, develop a scientific attitude in the process of knowledge formation, contact and application, acquire scientific methods, and gradually form the awareness and ability of lifelong learning in the inquiry practice of "doing science".
5. Make students understand the great contribution of chemistry to the development of human civilization, understand the position and role of chemistry in realizing the harmony between man and nature and promoting the sustainable development of mankind and society, and believe that chemistry will continue to play an important role in realizing a better future for mankind.
6. Provide diversified learning evaluation methods for each student's development. It not only examines students' mastery of knowledge and skills, but also pays attention to evaluating students' scientific inquiry ability and practical ability, and also pays attention to students' development in emotional attitude and values. In the process of learning, we strive to make more students learn to reflect and evaluate themselves.
Third, the design ideas
The Chemistry Curriculum Standard for Full-time Compulsory Education (Experimental Draft) (hereinafter referred to as the standard) includes four parts: preface, curriculum objectives, content standards and implementation suggestions, as shown in the following figure:
1. According to the trend of international science education and chemistry curriculum reform, as well as the present situation of domestic chemistry curriculum and the guiding ideology of basic education curriculum reform, the standard has established the focus of chemistry curriculum reform: to improve students' scientific literacy as the main purpose; Attach importance to the relationship between science, technology and society; Advocate diversified learning methods based on scientific inquiry; Strengthen the diagnosis, encouragement and development functions of evaluation.
2. Chemistry curriculum embodies the cultivation of scientific literacy of future social citizens through three aspects: chemical knowledge and skills, process and method, emotional attitude and values, and accordingly, the specific objectives of chemistry curriculum in compulsory education stage are formulated.
3. On the one hand, the standard emphasizes that scientific inquiry is an important and effective way of learning, and puts forward specific suggestions for inquiry activities in the content standard, aiming at changing students' learning methods, enabling students to actively acquire chemical knowledge, stimulating their interest in learning, and cultivating their innovative spirit and practical ability; On the other hand, scientific inquiry is regarded as an important learning content of chemistry course in compulsory education stage, and a separate theme is set in the content standard, and the content and training goal of developing scientific inquiry ability are clearly put forward. At the same time, the standard also puts forward corresponding suggestions on the implementation and evaluation of scientific inquiry teaching.
4. The selection of chemistry course content is based on students' existing experience and psychological development level, which reflects the characteristics of chemistry subject content, attaches importance to the connection between science, technology and society, determines five content themes: scientific inquiry, chemical substances around us, mystery of substance composition, chemical changes of substances and chemical and social development, and sets specific course content standards. These contents are the basic knowledge of chemistry necessary for students' lifelong learning and adaptation to modern social life, and also the carrier for students' emotional attitude and values education.
5. The "activity and inquiry suggestion" in the Standard aims to highlight students' practical activities and give full play to students' subjectivity in learning. Experiment is an important way for students to learn chemistry and realize scientific inquiry, and observation, investigation, data collection, reading, discussion and debate are also active learning methods. These activities are an integral part of the content of chemistry curriculum, and they are also the basic guarantee to fully realize the objectives of chemistry curriculum.
6. The "alternative learning situational materials" in the standard include all kinds of background materials related to the learning content, such as chemical historical materials, vivid natural phenomena and chemical facts in daily life, great achievements in the development and application of chemical science and technology, and events that affect social development by chemistry. These materials are designed to help teachers understand the curriculum objectives. Teachers can use these materials to create learning situations in the teaching of related topics, fully mobilize students' learning initiative and enthusiasm, help students understand the learning content, experience the close relationship between chemistry, science and technology and society, and guide students to understand the important role of chemistry in promoting social sustainable development.
The words used in the description of goal requirements in the standard point to cognitive learning goal, skill learning goal and experiential learning goal respectively. There are different levels according to the requirements of learning objectives. The words used for the same level of learning requirements include the description of the learning result goal and the description of the learning process goal.