Evolving Views Of Natural Science And Middle School Chemistry Instruction Reform

Views of natural science is the belief and hypothesis about the development of science. It is both one of the core elements of the students' scientific accomplishment and one of the important aims of scientific education to train the students with views of natural science which adapt them to the development of society and science, so is it to promote their understandings of nature of science. Philosophy is the knowledge about the commonest law of nature, society, human thinking and its development. The philosophy of science is the subject which looks into science in the view of philosophy. Different educational theories based on different philosophy of science will have great effect on the scientific education and the formation of the students' views of natural science. Since over one century, especially in the latest 50 years, philosophy of science has developed continuously, from the logical positivism in the past to the constructivism, the main trend in the contemporary era. The connotation of the science essence has also experienced a great change. But in the chemistry instruction practice in middle school, students, teachers and textbooks haven't kept up with the tide of the time. This essay compares the differences between the old and the new views of science and their differences in scientific education. It probes not only the influence on the chemistry instruction reform caused by the evolution of the views of natural science, but also the practical tactics, teaching patterns and classroom examples etc. in the middle school chemistry instruction reform in the new view of natural science. We must first of all transfer the teachers' views of science thoroughly in order to make some real achievements in the new science instruction reform. Thus they can apply it to their teaching practice consciously so that the students, when they have understood the essence of science with the teachers' guidance, can form the good Science Literacy after the learning of scientific knowledge.