New Thinking Of 15^th Chemistry Curriculum Reform For Secondary School In Mongolia

Since the 21st century,many countries in the world have carried out curriculum reform one after another.Mongolian curriculum reform cannot be isolated from the world curriculum reform.Similarly,the chemistry curriculum must be reformed.The fifteenth curriculum reform of Mongolia in 2013 adjusted the teaching methods of chemistry at middle schools.This dissertation comprises four main parts,which are as follows:The first part is the first and second chapters of the dissertation.It mainly discusses the reasons for choosing the research topic,the purpose and significance of the research,the related research summary,the definition of the concept,the research ideas and methods,the research methods and innovations.The second part is the third and fourth chapters of the dissertation.The third chapter mainly combs the history of basic curriculum reform in Mongolia.This research studies the course of basic education curriculum reform in Mongolia,from the first curriculum reform to the fifteenth curriculum reform in Mongolia.To better understand the development of basic curriculum reform in Mongolia,combing the particularities and contradictions of each curriculum reform will also help us better understand some requirements,new thinking,significance and value of the new curriculum reform.The significance and value of new thinking in the fifteenth curriculum reform of Mongolia.In chapter four,the fourteenth basic education curriculum reform in Mongolia and the main problems existing in the middle school chemistry curriculum reform are studied in four aspects.Firstly,there are main problems in the goal of basic education curriculum reform.Secondly,there are major problems in the content of basic education curriculum reform.The third aspect is the main problems in the implementation of basic education curriculum reform;the fourth aspect is the main problems in the evaluation of basic education curriculum reform.On this basis,the main problems of the 14 th middle school chemistry curriculum reform in Mongolia are analyzed,including four aspects.Firstly,the main problem of the 14 th middle school chemistry curriculum goal is that the goal of "process and method" has not been implemented.Secondly,the problems of the fourteenth middleschool chemistry curriculum reform include the following points: first,the content is "difficult",the requirements are "high",second,the textbooks,the lack of coordination between curriculum settings and curriculum standards,and third,the students' lack of understanding of the relationship between life experience and curriculum learning.Thirdly,there are some main problems in the implementation of the 10 th middle school chemistry curriculum.First,teachers can not treat students equally.Second,there is a lack of diversified chemistry curriculum teaching methods.Fourthly,the main problem in the 14 th curriculum evaluation is that the evaluation system of chemistry curriculum has not formed a unified standard.The third part is the fifth and sixth chapters of the dissertation.The fifth chapter mainly studies the theoretical basis of the fifteenth curriculum reform in Mongolia-Constructivist Learning Theory and Classification Theory of Teaching Objectives.On this basis,the sixth chapter analyses the main pursuit of the fifteenth curriculum reform in Mongolia,which is mainly divided into four aspects: on the curriculum objectives(the development of each child),on the curriculum content,students' learning ability,subject combination,and on the implementation of the curriculum for each child,using science and technology,improving the continuity of the curriculum,practice and theoretical teaching.Combining with the formation of evaluation in curriculum evaluation,periodic evaluation and detailed evaluation to ensure that the evaluation results are related to the reward and punishment system.On this basis,the sixth chapter mainly pursues the fifteenth middle school chemistry curriculum reform in Mongolia.It applies the goal of "process and method" to practice,listens actively to the students' teaching suggestions,realizes the interesting comprehensiveness of middle school chemistry textbooks,and strengthens the friendly relationship between teachers and students in the implementation of chemistry curriculum.In addition,we should enrich the teaching methods and forms,enhance the importance of chemical curriculum evaluation,and strictly formulate the system of chemical curriculum evaluation.The fourth part is divided into the seventh.The seventh chapter mainly analyses the new thinking embodied in the fifteenth middle school chemistry curriculum reform in Mongolia,which is mainly embodied in four aspects.Firstly,the new thinking proposed in the curriculum objectives-knowledge objectives,ability objectives.Secondly,the new thinking put forward in the curriculum objective is to clarify the level of middleschool chemistry content,to construct classified teaching ideas,and to expand the teaching content in line with chemistry.Thirdly,the new thinking embodied in the implementation of the curriculum-highlighting the subject status of teaching,emphasizing the dominant position of teaching,lacking the guidance of practical projects,students can not fully experience the process of practice and grasp the chemical experiment link in detail.Fourthly,the new thinking embodied in curriculum evaluation-the educational evaluation system based on the combination of process evaluation and result feedback in the whole process of teaching,and the educational evaluation body based on the combination of self-evaluation and external feedback of teaching stakeholders).In this paper,the requirements of the middle school chemistry curriculum reform are discussed.The starting point of the study is the reality of the middle school chemistry curriculum reform in Mongolia.