Cognitive Level Of The Target Level, In The Chemistry Curriculum Standards

We are at a vigorous wave of the curriculum reform in the primary education, the curriculum standard plays a pivotal role in this reform. Carefully studying the chemistry curriculum standards, we found "the level of cognitive learning objectives" has some problemes in the text statements, which can not meet with the international standards of estimate curriculum standards. For examples, its text statements is too brief, so the main users-teachers understand confusedly; There are no obvious boundarys in different leves and the action verbs in the same level can not maintain a same intensity. Education objectives systems in the curriculum standards especially cognitive learning and evaluation objectives system are possessed of direct guidance to compilate the teaching materials, design the teaching goals, monitor the class-teaching and so on. Cognitive learning and evaluation objectives are most important and lie in the basical status in the primary education. If there are some problems, we have to study deeply.This study researches "the level of cognitive learning objectives" in the chemistry curriculum standards, using the methods of documentation-information, questionnaire, interview etc. We analysis the evaluation criteria of curriculum standards both at home and abroad, and inquire the teachers's accreditation and comprehension about"the level of cognitive learning objectives" in the chemistry curriculum standards. Later, on the basis of deeply researching all kinds of cognitive theories and status of cognitive objectives in China's science curriculum standards, we construct a new system of "Two-Layers-and-Four-Levels about cognitive learning and evaluation objectives, which are constituted by two systems-junior middle school and high school.The study expounds and proves the reasons why the leves is divided by that and interpret every leves; the new systems pursuit clear boundarys of level's division and the action verbs in the same level can maintain the same intensity; the students's academic level are detected by using the action verbs which are ideographic clearly,used easily and have a strong operation; in order to ensure the new curriculum is carried out successfully, the new systems affix a appendix which include the interpretation of every action verb in the new systems, example and so on; designing the appendix can enhance the popularity and practicality; and the remarks of the new systems give some advices about how to design the teaching objectives.The new systems received a higher evaluation by teachers, which have much obvious characteristics comparing with the old. For examples, the text statements are so detailed that can be understood easlliy; the divisions of levels are scientific and reasonable that can be accepted easlliy too; the new systems are open, they can be developed constantly. The new systems are significant, they improves the curriculum standards and provided more reasonable systems of the cognitive objectives for teachers, at the same time, because they are detailed, they enlarge the readers of the curriculum standards, so that they can be developed constantly.This study obtains some outcomes, while there are still some problems. For examples, the study conclusion about curriculum standards should be validated in a long-time to determinte their effectiveness, limited by the time, this work carriys out not enough; we want to construct a detailed system, but if the degree in new systems is reasonable, that should be researched deeply and widely; this study tends to adapt teachers more, if the value to the editors of teaching materials enhance too, we do not know; the curriculum objectives of chemistry curriculum standards are divided into three kinds-cognitive objectives, skills and experience objectives, they are all too brief, for teachers, the last two are more unfamiliar, but this study do not revise them, so the revision should be continued in later.