| Curriculum standard is a programmatic document issued by the state to determine the course nature,course objectives,content framework,teaching suggestions,textbook compilation suggestions and evaluation suggestions of a certain course.This thesis takes the Chemistry Curriculum Standards for Compulsory Education(2022 Edition)(hereinafter referred to as the "2022 Edition")and the Chemistry Curriculum Standards for Compulsory Education(2011 edition)(hereinafter referred to as the "2011 Edition")as research object.The literature research method,comparative research method and quantitative analysis method are adopted to carry out a comprehensive comparative analysis on the overall framework of the two versions of curriculum standards as well as the specific contents such as curriculum nature,curriculum philosophy,curriculum objectives,curriculum content,academic quality and curriculum implementation suggestions.In addition,research and design are carried out on the interdisciplinary practice case of "Designing low-carbon action Plan based on the concept of carbon neutrality" and the teaching plan oriented by core literacy.Finally,based on the results of comparative research,some feasible teaching suggestions and implementation suggestions are proposed,hoping to provide help for front-line teachers to deeply understand and implement the 2022 edition of the curriculum standard.We need to better fulfill the fundamental task of "fostering morality and educating people",train socialist builders and successors who are well-developed morally,intellectually,physically,the United States and labor forces,and generally realize the goal of educational modernization.This thesis is divided into five chapters.Chapter one is the introduction,which mainly introduces the development of the chemistry curriculum standards in junior high school since new century,summarizes the current situation of the comparative study of the curriculum standards in junior high school at home and abroad,and on the basis of this,proposes the purpose and significance of this study,and expounds the basic thoughts and research methods of this study.Chapter two mainly compares the text capacity and frame system of the two editions of curriculum standards.Chapter three is the key content of this study,which mainly carries out a comparative analysis of each part of the content of the two editions of curriculum standards,and illustrates the differences and connections between the two editions of curriculum standards by means of graphic combination.Chapter four is a case study of interdisciplinary practice "Designing low-carbon action plan based on the concept of carbon neutrality" and a teaching case study of core literacy,which is designed on the basis of comparative analysis and research results.Chapter five summarizes the research conclusions,puts forward some teaching suggestions and implementation suggestions,summarizes the deficiencies of this study and looks forward to the future research.Through the comparison and research of the 2022 version of the curriculum standard and the 2011 version of the curriculum standard,it is mainly concluded that the 2022 version of the curriculum standard has the following changes:(1)The text capacity is slightly larger,the frame system is more perfect,with stronger guidance and operability;(2)The description of the nature of the curriculum is optimized,and reflects the connection between middle and high school;(3)In order to give full play to the education function of chemistry curriculum,the development of core literacy as the main line,updated the curriculum concept;(4)Core literacy is the deepening and development of scientific literacy.Four core literacy of chemistry curriculum is refined,and curriculum objectives corresponding to the core literacy of chemistry curriculum are formulated,highlighting the educational value of chemistry curriculum;(5)Based on the development requirements of core literacy,a multi-dimensional curriculum content system based on big concepts is constructed and the curriculum structure is optimized.The course content of the course breadth is slightly broad,the course depth is deep;(6)The addition of academic quality,together with curriculum objectives,academic requirements and evaluation suggestions,constitutes a "total-score-total" "quality-evaluation" system,which provides a basis for evaluating the development of students’ core literacy;(7)The curriculum implementation suggestions take developing students’ core accomplishment as the fundamental goal and put forward some scientific,reasonable and operable suggestions;(8)Interdisciplinary practice activities and core literacy oriented teaching standardization and science,give full play to the education function of chemistry curriculum. |
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