Research On The Value Of Chemistry Education For Non-professionals In Middle School

Subject education is the key issue of elementary education.The value orientation,value content and value practice of subject education are related to the rationality and efectiveness of human development.There are two value orientations in subject education,namely,subject education for non-professionals and subject education for professionals,the two aims to promote the general development and professional development of people respectively,and meet the development needs of people as general public and specialized personnel.Elementary education is for all young people and aims at cultivating and improving their national quality.It belongs to general education in nature.The value orientation of subject education in elementary education stage should be based on education orientation for non-professionals,that is,promoting the general development of people through subject instruction,cultivating and improving the common and basic competencies that people need to carry out any wide range of activities.However,the current practice of chemistry instruction in middle school deviates to a certain extent from non-professional education oriented,showing professional education oriented,namely,the goal,content and method of chemistry instruction mainly serve the professional development rather than the general development of people,leading to the shift of the value content and the anomie of value practice of middle school chemistry education.Middle school chemistry education take professional education oriented as its main value orientation,on the one hand,it is difficult to fundamentally realize the significance and value of chemistry in meeting the general development needs of students.On the other hand,excessive professional learning may even causes the opposition between knowing and doing,knowledge and life,the scientific world and the life world.In view of the problems such as the deviation of value orientation,the shift of value content and the anomie of value practice in the middle school chemistry education,this paper holds that,the significance of chemistry as the value object,the development needs of students as the value subject and the value relationship between them should be analyzed and demonstrated systematically and deeply,to clarify the relationship and difference between the two educational value orientations of subject education for non-professionals and professionals,so as to understand and grasp the value content and practice of middle school chemistry education based on the development needs of students at elementary education stage.Based on this,the full text focuses on the three aspects of the value orientation,value content and value practice of middle school chemistry education.The article first clarifies and demonstrates why elementary education should take non-professional education oriented as the main value orientation,and then constructs the specific contents of the value system of chemistry education for non-professionals in middle school based on the general development needs of students,the characteristics of chemistry discipline,and the curriculum standards of middle school chemistry.Finally,aiming at the current problems and difficulties in the practice of middle school chemistry education,proposes possible ways to realize the value of chemistry education for non-professionals in middle school.The specific issues involved in each part and the conclusions drawn are elaborated as follows:The first part:clarifies and demonstrates that non-professional education oriented should be the main value orientation of middle school chemistry instruction,which is the first chapter.The value orientation of education plays a role in guiding,regulating and driving educational practice activities,and the value orientation of subject education in elementary education is related to the effectiveness and rationality of subject education practice.The first chapter firstly explains the basic issues of subject education,subject education for non-professionals and subject education for professionals,and proposes that elementary education should be based on the value orientation of cultivating non-professionals through subject education,and promote the development and perfection of students'worldview,thinking style and behavior mode.Then,it demonstrates the necessity of chemistry education for non-professionals in middle school from three aspects:history,theory and reality.From the historical background,the introduction of Western academic and dividing different subjects for teaching in the late Qing Dynasty,Chinese education has undergone a transition "from generalization to specialization ",but then the education policy generally shows the return of "from specialization to generalization".In recent years,the country has fundamentally established the orientation of education for non-professionals in elementary education;from the perspective of educational theory,different from higher education and vocational education whose purpose is to promote the professional development of people,the subject education of elementary education aims to satisfy the general development of people,facing people's daily life;judging from the reality of the practice of chemistry education in middle school,the orientation of subject education for non-professionals has not been truly implemented,the orientation of education for professionals still dominates the practice of chemistry education in middle school to a large extent,resulting to a series of deviations in the chemistry instruction in meeting the development demands of students and selecting the instruction contents and organization the instruction process,which are out of touch with daily life.Generally speaking,according to the analysis of historical trend,theoretical requirements and practical problems,it is indicated that middle school chemistry education should focus on non-professional education oriented.The second part:analyzes,constructs and explains the contents of the value system of chemistry education for non-professionals in middle school,namely the second and third chapters.On the basis of clarifying that middle school chemistry should take non-professional education oriented as the main value orientation,this article comprehensively adopts three methods of theoretical research,content analysis and expert evaluation to construct the value system of chemistry education for non-professionals in middle school.The analysis of the value of chemistry education for non-professionals in middle school includes the analysis of the needs of students as subject and the analysis of the attributes of chemistry as object.Based on the viewpoint that subject education for non-professionals should be committed to develop and improve of students' worldview,thinking style and behavior mode,the research first puts forward the hypothesis of constructing the value framework of chemistry education for non-professionals in middle school based on the characteristics of the content and methodology of the chemistry discipline.Then,further refines and adjusts the content of the value system of chemistry education for non-professionals in middle school based on the content analysis of middle school chemistry curriculum standards of China,the United States,the United Kingdom,Australia and Japan,and designs expert consultation scales based on this,invites experts to evaluate the value content.Thereby,adjusts the content of the framework based on expert evaluation results and opinions to form a complete content of the value system of chemistry education for non-professionals in middle school.Based on the results of the construction of the value system of chemistry education for non-professionals in middle school in Chapter 2,Chapter 3 discusses the value content and value elements of the value system of chemistry education for non-professionals in middle school from three dimensions of worldview,thinking style and behavior mode.Among them,the value content includes nine aspects:view of substance,view of change,macro-micro thinking,model thinking,system thinking,dialectical thinking,rational decision-making,scientific action and green life;each value content contains 2?3 specific value elements,such as the view of substance including the view of substance composition,the view of substance structure and the view of substance property.The third part:investigates and reflects on the problems and predicaments of the practice of the value of chemistry education for non-professionals in middle school,and propose possible paths to promote value realization accordingly,namely chapters four and five.In order to understand and grasp the current situation of the value practice of chemistry education for non-professionals in middle school,chapter 4 interviewed ten middle school chemistry teachers on three aspects of education concept,education method and influencing factors.According to the analysis of the interview results,middle school chemistry teachers basically regard non-professional education oriented as their educational value orientation.However,due to the lack of systematic and in-depth understanding of the value of chemistry education for non-professionals in middle school and its realization way,it causes the actual value orientation shows the characteristics of professional education oriented,causing problems such as the lack of value subject status,the vague value relationship and the empty value content.The fifth chapter focuses on the problems and predicaments of the value practice of chemistry education for non-professionals in middle school,explains the possible ways to improve the value practice of chemistry education for non-professionals in middle school from three aspects of optimizing the education concept,changing the education method and improving the education environment,in order to provide reference for returning to reasonable educational value orientation.