Research On The Technology Thoughts In Chemical Curriculum

Since the beginning of the sixties and seventies of the last century,more and moreattention has been paid to the relationship among science-technology-society (STS).Then in the field of Science education,there have been an upsurge of exploration ofhow to achieve the integration of the three.With a review of the results of years ofresearch in chemistry both at home and abroad,the author discovered that in the fieldof chemical education,reforming of curriculum and teaching has been tried from theperspective of chemistry-technology-society.Though there have been someachievements,however,it is undeniable that research on the inherent relationshipbetween chemistry and technology,chemical course's technology positioning,therelationship between chemical knowledge and techniques is by no means adequate.The study attempts to discuss from a macro-perspective links between science andtechnology,between science education and technical education and explore from amicro-perspective value positioning and realization methods of technical education incurriculum in order to further standardize and improve the construction level ofchemistry course.The thesis flexibly adopted the literature method,statistic method,comparativemethod,theoretical analysis method and other research methods,and conducted anin-depth study on the nature of"technology thoughts",the target level,contentelements,characterization methods,educational models,textbooks design,and manyother aspects in chemical courses.The main research work is as follows:1.Through the analysis and comparison of domestic and foreign curriculum standardsof chemical (science) curriculum,the author discovered that for the education of"technology thoughts"in chemical curriculum,there are three content dimensions andfour target levels.Currently,chemistry curriculum of secondary school involves a lotof technology,the outside form is the chemical principle -related"technical accidents",and its essence is"technology thoughts."That is,relying on specific chemicalknowledge and making use of various types of chemical technical accidents,and byproviding the students with an understanding of chemical knowledge andunderstanding of technology and grasping technology,to ensure the students can carry out certain technical design,decision-making,and thus to form values of scientifictechnology,and develop certain emotion and attitude toward technique.Theinteractions between its content dimensions and the level of objectives form elementsof technical ideas at different levels and different types.They are the rudiments of"technology thoughts"education in the chemistry curriculum.2.With specific chemical (science) textbooks at home and abroad as the subjective,elements of"technology thoughts"were extracted by means of case study;a broadanalysis toward the existing chemistry curriculum were made;and through theoreticalanalysis and case study methods the characterization of the various levels of thedifferent elements were studied.The author with elements of"technology thoughts"inmind compared our country's high school chemistry courses of the past 30 years.Analysis showed that from the beginning of the 1980's,the level of"technologythoughts"in China's high school chemistry curriculum has been progressively raised.The author believes that the amount of elements of"technology thoughts"and therelationship between the levels of each element can be used as important criteria inevaluation of the level of"technology thoughts"in chemistry curriculum.3.The author selected textbooks"Chemistry and Technology",one of the fruits ofChina's 21 century's basic education curriculum reform,as its research target,explored vertically and horizontally in-depth the"technology thoughts"elements inthe content of the textbook,the content clues of converting chemical principles intotechnologies,and student activities of mainly"technical problems"decision-making,and provided an example of chemical textbook design based on"technologythoughts".Research showed that,in textbooks,technology thoughts should not only beintegrated in chemistry knowledge but have to be systemically constructed in the textsystem or structure;embodied through specific technical events,and strengthenedthrough practical activities such as activity inquiry,investigation and study,value ofjudge and etc.To realize the integration of chemical knowledge and"technologythoughts"in chemistry courses,textbooks must be designed by taking two differentangles namely the"point"and"sphere",the"core"level and the"shell"level intoconsideration,and realized through reasonable organization of"technology thoughts" elements and relationship construction.4.Based on the above analysis,the thesis focused on a number of issues and exploredsystemic construction of the"technology thoughts"model in chemical courses;basedon this model,from the view of element type and level,put forward three methods ofoptimization of the textbooks;finally,analyzed the evaluation methods and specificways of implementing"technology thoughts"from the perspective of practice.For the first in the history,this thesis,systemically studied the objectives of chemistrycurriculum,textbooks content,activities and so on from the perspective of"technology thoughts",upgraded chemical technology to"technology thoughts"philosophy by means of"elements"from the objectives,contents,methods,andevaluation and from both theoretical and practical view,and revealed"technologythoughts"content in the chemistry curriculum through step-by-step,layer bylayer-depth analysis,and completed initial construction of"technology thoughts"system.