Where is the new curriculum standard for compulsory education chemistry?

There are several versions of the standard experimental chemistry textbook for the compulsory education curriculum.

The standard experimental textbook of the compulsory education curriculum is the people's education version.

The People's Education Edition is the textbook of the People's Education Edition, and the textbooks published by the People's Education Publishing House are referred to as the People's Education Edition. This version of the textbook is available from elementary to high school. It is also the textbook used in most schools.

The "People's Education Edition" is generally in terms of the meaning of textbooks, which is relative to the textbooks published by other publishing houses. For example, the textbooks published by the Changchun Publishing House are called the "Changchun Edition", the textbooks published by the Guangdong Education Publishing House are called the "Cantonese Education Edition", and the textbooks published by the Shanghai Education Publishing House are called the "Shanghai Education Edition". It can be seen that the so-called "people's education" refers to the "People's Education Publishing House", and the so-called "edition" refers to the textbook version, not the "edition" of the "publishing house".

Therefore, the "People's Education Edition" refers to the version of the textbook published by the People's Education Publishing House. For example, in China's primary and secondary education guidance newspapers, "Chinese Language Newspaper", "Middle School Student Learning Newspaper", "Xueyuan New Newspaper" and so on all have different editions of teaching and auxiliary newspapers, such as the syllabus version of human education, the standard edition of the new curriculum of human education, etc. The names of these two editions are newspapers that accompany the textbooks published by the People's Education Publishing House, and they are the names of the editions before and after the new curriculum reform.

With the deepening of the new curriculum reform, the former gradually withdrew from the historical stage, and the latter was unified as the Renjiao version.

1.Monolithic structure.

Nature of the course "qualitative" the curriculum, define the curriculum, and clarify the educational value and educational significance of the curriculum.

Curriculum Philosophy The "positioning" of curriculum reform, the position, direction and perspective of curriculum reform.

Course objectives, course content, outcomes, presuppositions and expectations of the level of development that students should achieve in learning the course and ultimately why it is taught.

Content requirements Scope and object of learning What to teach.

Teaching tips How to learn What to learn How to teach.

Academic requirements What level of learning.

Academic Quality Students' academic achievement after they have completed their studies.

Curriculum implementation Textbook development, teaching and evaluation according to curriculum standards.

2.Adhere to core literacy:

Core literacy-based curriculum and teaching: Strengthen the educational purpose of the chemistry course, clarify the educational value of the chemistry course, and cultivate people with virtue. From the nature of the curriculum, the concept of the curriculum, the objectives of the curriculum, the content of the curriculum, the academic quality, the implementation suggestions, and the core literacy, all reflect the requirements of the core literacy.

It requires that our teachers' educational philosophy, educational purpose, and teaching objectives must be changed.

From the standpoint of developing students' core literacy, the design of teaching objectives, the functional analysis, selection and organization of teaching content, the design and target positioning of teaching activities, teaching evaluation and feedback, etc., should not only pay attention to the understanding and mastery of students' knowledge, but also focus on students' ability to understand substances and changes from the perspective of chemistry, and also pay attention to cultivating students' common literacy such as learning to think and learn. Challenge teachers' way of thinking and teaching.

3.The core literacy cultivated in the compulsory education chemistry curriculum.

In-depth excavation and elaboration of the educational value of chemistry courses (unique + common) Lide cultivates people.

The concretization of the core literacy of Chinese student development Student development.

It not only attaches importance to the connection with the primary school science curriculum and the high school chemistry curriculum, but also pays attention to the compulsory education level.

Segments of other related course associations (horizontal-vertical associations).

It not only emphasizes the core literacy in the field of chemistry and science, but also reflects the common core literacy necessary for future social citizens (learning to learn, cooperation and communication, innovation consciousness, and family and country feelings).

There are four dimensions of core literacy: chemical concept, scientific thinking, science and practice, and scientific attitude and responsibility. The concept of chemistry is the characteristic and foundation, scientific thinking is the core and connotation, science and practice are important ways, and scientific attitude and responsibility are the values and positions.

There are both disciplinary levels, domain levels, and interdisciplinary levels.

It not only attaches importance to the connection with the science curriculum in primary school and the chemistry curriculum in high school, but also pays attention to the connection with other related courses in the compulsory education stage. Articulation with the core literacy of high school chemistry.

The features of the 2022 version of the new curriculum standard for compulsory education chemistry are as follows:

1. With the purpose of developing core literacy, the overall planning of core literacy training requirements and the establishment of a matching curriculum objective system.

2. Emphasize the idea of designing the learning theme based on the core literacy and the content structure of the chemistry course according to the learning theme, and give full play to the leading role of the big concept.

3. Pay attention to the overall design of unit teaching based on big concepts, pay attention to the design and implementation of practical activities, and carry out effective implementation of literacy-oriented teaching based on the teaching system.

4. Design and implement a chemistry teaching evaluation system that highlights the concept of developing students' core literacy, optimize the process evaluation and final evaluation based on the development of core literacy, deepen the comprehensive evaluation based on the development of students' core literacy and explore value-added evaluation paths.

The compulsory education chemistry course focuses on the educational value of the curriculum, highlights the comprehensive educational function of the compulsory education chemistry course, and systematically expresses the value pursuit of the compulsory education chemistry course from the elements of the chemistry course, such as the objectives of the chemistry course, the content of the chemistry course, the implementation of the chemistry course and the evaluation of the chemistry course.

Give full play to the educational function of chemistry course", and the other four concepts implement and reflect the educational function of chemistry course from the aspects of curriculum objectives, course content, course implementation and course evaluation. Curriculum objectives, course content, course implementation and course evaluation are the core elements of the chemistry curriculum system.

Only when each element of the curriculum has the function of educating people and embodies the value of educating people, can we truly achieve all-round and whole-process education. The compulsory education chemistry course takes "educating people" as the "soul" of the curriculum concept, and combines the characteristics of the curriculum to systematically make three fundamental problems of educating people.

"How to Cultivate People" course education function:

1. Design the content structure of chemistry course based on the learning theme. The theme is an important manifestation of the structuring of chemistry course content, and in terms of its connotation, it mainly includes two aspects: one is explicit, which refers to important content; The second is implicit, which refers to the central idea reflected in the content.

2. Pay attention to the big concepts to guide the chemistry learning theme. The chemistry learning theme is not a collection of some specific chemistry subject knowledge, but an organic whole with unique literacy function and value, and its literacy function and value are mainly reflected through the big concept of chemistry learning theme.

3. Pay attention to the design of chemistry learning themes and content structure based on core literacy. The contentization of core literacy is the premise and key to the implementation of literacy training. The design of the content structure of chemistry learning topics should focus on reflecting and implementing the core literacy requirements of chemistry courses.

Compulsory Education Chemistry Curriculum Standard <>

There are certain similarities and differences with the general high school chemistry curriculum standards in terms of content, depth, and difficulty. Here's the specific instructions: Similarities and differences:

1.Content: The curriculum standards of compulsory education chemistry mainly include the basic concepts of chemistry, chemical reactions, properties of common substances, and common chemical phenomena in life, etc., focusing on basic, practical and common sense.

The general high school chemistry curriculum standards are further deepened, including quantum theory, organic chemistry, chemical thermodynamics, chemical kinetics, etc., focusing on guiding students to know how to learn and understand chemistry. 2.Difficulty:

The compulsory education chemistry course emphasizes the mastery of basic knowledge, the simple analysis of chemical reactions, and the observation and induction of common chemical phenomena in life, which is relatively low. The general high school chemistry course is more demanding, students need to gradually understand the principles of chemistry, master the relevant mathematics and physics knowledge, and carry out experiments**, while Tila has a higher comprehensive thinking ability, experimental skills and ability to solve practical problems. 3.

Depth: The teaching depth of the compulsory education chemistry curriculum standards is mainly based on basic knowledge, and it is easy to understand and easy for students to master. The general high school chemistry curriculum standards require students to understand more in-depth and abstract chemistry knowledge, and at the same time improve students' understanding of chemical experiments and chemical research.

4.Academic: The compulsory education chemistry curriculum standards focus on life application and interdisdisciplinarity, aiming to cultivate students' basic chemical thinking and scientific literacy.

However, the general high school chemistry curriculum standards emphasize academics and strengthen theories, so as to enable students to have higher academic standards and scientific research capabilities. Similarities:1

Purpose: The subject objectives of the compulsory education chemistry curriculum standards are the same as those of the general high school chemistry curriculum standards, which are aimed at improving students' scientific quality, modern scientific and technological literacy, and mastering basic chemical thinking ability through the study of chemistry knowledge. 2.

Teaching methods: Both the compulsory education chemistry curriculum standards and the general high school chemistry curriculum standards focus on cultivating students' experimental skills and spirit through experiments, student discussions, group cooperation, etc., and embody the teaching idea of discovery-understanding. 3.

Resource conditions: Compulsory education and ordinary high schools should be equipped with basic chemistry test facilities, chemistry teaching materials and chemical safety facilities to ensure the normal development of chemistry teaching. In summary, there are certain similarities and differences between the compulsory education chemistry curriculum standards and the general high school chemistry curriculum standards, but they are all set to achieve the goal of teaching and holding the canopy, and create a better learning environment and conditions for students through different ways and methods.

The compulsory education chemistry curriculum standards emphasize the comprehensive ability and ability development of students, advocate people-oriented grinding, emphasize students' independent learning, pay attention to students' practical ability, realize the combination of learning and practice, cultivate students' innovation ability and practical ability, and improve students' comprehensive quality.

The general high school chemistry curriculum standards emphasize the systematization and practicability of the learning content, emphasize the theoretical learning of students, pay attention to the scientific literacy of students, realize the combination of learning and scientific literacy, cultivate students' theoretical literacy and practical application ability, and improve students' scientific literacy.

Basic Philosophy:

1.Let every student understand the colorful chemistry that is closely related to human resources and silver in a relaxed and happy mood, actively understand the mystery of chemical changes, form a continuous interest in chemistry learning, and enhance self-confidence in learning chemistry.

2.Provide equal learning opportunities for every student, so that they can have the necessary chemical knowledge, skills, methods and attitudes to adapt to modern life and future society, and have the necessary scientific literacy to adapt to future survival and development, and at the same time pay attention to enable students of different levels to get good development on the original basis.

3.Attention should be paid to starting from students' previous experience, so that they can feel the importance of chemistry in familiar life situations, understand the close relationship between chemistry and daily life, and gradually learn to analyze and solve some simple practical problems related to chemistry.

4.Let students have more opportunities to actively experience the process, develop a scientific attitude in the process of knowledge formation, connection and application, and obtain scientific methods"Do science"In practice, the awareness and ability of lifelong learning are gradually formed.

5.To enable students to have a preliminary understanding of the great contribution of chemistry to the development of human civilization, to understand the status and role of chemistry in realizing the harmonious coexistence of man and nature, and to promote the sustainable development of mankind and society, and to believe that chemistry will continue to play an important role in realizing a better future for mankind.

6.Provide a variety of learning assessment methods for each student's development. It not only assesses the degree of students' mastery of knowledge and skills, but also pays attention to the evaluation of students' scientific ability and practical ability, and also pays attention to the development of students' emotional attitudes and values.

Answer]: C Knowledge Points] Compulsory Education Chemistry Course Lahu Cheng Standard.

Answer] c. The revision of the Chemistry Curriculum Standards for Compulsory Education (2011 Edition) should insist on highlighting the foundation and enlightenment of the compulsory education chemistry curriculum, advocating a scientific learning mode, and closely combining the connection between chemistry and social life, so that students can fully feel the value of chemistry and understand it. Therefore, C is selected for this question.

The interpretation of the new curriculum standards for compulsory education is as follows:

The current curriculum standards for various subjects in compulsory education were promulgated and implemented in 2011, and have been implemented for more than 10 years this year. In order to take the initiative to respond to the new development, new requirements and new expectations of education in the new era, the Ministry of Education has organized a new round of revision of compulsory education curriculum standards since the end of 2018.

Curriculum standards have three functions, that is, the basis for the compilation of teaching materials, teaching activities and examination evaluation, and of course, it is also the most fundamental basis for curriculum implementation and management.

If it is to perform such a function, it should have its own characteristics. First of all, it can be used, which means that it is ideologically and scientifically correct; The second is to attack the bend pipe, which should be systematic in content, appropriate in way, operable and instructive; Again, it is easy to use, and easy to use is concise and clear, specific and rich, and there is no ambiguity.

Being usable, effective, and easy to use is an important embodiment of the six characteristics of the curriculum standard: ideological, scientific, systematic, appropriate, operable, and instructive, and it is also a very important feature of the revision of the curriculum standard. The goal of this revision of the curriculum standard is to implement the fundamental task of Lide Shuren education, and the purpose is to make the fundamental task of Lide Shuren truly implement in every class and every activity through the course standard, and truly implement it.