Report on the study of theoretical and practical studies of the construction of a high-school chemical knowledge system
Contents
I. Report on the opening of a study on theoretical and practical research into the construction of a high-school chemical knowledge system
Ii. Interim report on the study of theoretical and practical research into the construction of a high-school chemical knowledge system
Iii. Report on the study of theoretical and practical studies of the construction of a high-school chemical knowledge system
Iv. Pedagogical and practical research papers on the construction of high-school chemical knowledge systems
Report on the opening of a study on theoretical and practical research into the construction of a high-school chemical knowledge system
I. Background and significance of the study
As our educational reform progresses, high-school chemistry education is gradually shifting from traditional knowledge transfer to the development of students ' innovative and practical capacities. In this process, the construction of high-school chemical knowledge systems has been the focus of educators. The construction of a scientific and sound high-school chemical knowledge system, which will help to improve the chemistry of students and develop their innovative and practical skills, is important for the reform of high-school chemistry education in the country。
At present, high-school chemistry education is faced with the following problems: first, knowledge systems are complex and lack systems; second, teaching content is too theoretical to be applied in practice; and third, teaching methods are single and it is difficult to stimulate student interest in learning. The study is therefore aimed at exploring the theory and practice of the construction of a high school chemical knowledge system, providing theoretical support and practical reference for the reform of high school chemistry education。
The theoretical and practical research on the construction of high-school chemical knowledge systems is of great relevance. First, it will help to deepen the reform of chemical education in our high schools and contribute to the modernization of education; secondly, it will help to improve the quality of chemical education in high schools and to develop students ' innovative and practical abilities; and finally, it will help to promote the development of the chemical sciences and contribute to scientific and technological innovation and social progress in our country。
Ii. Research objectives and content
1. Research objectives
The aim of the study is to construct a scientific and sound high-school chemical knowledge system and explore its application in teaching practice. The objectives are as follows:
(1) collating high school knowledge systems of chemistry, identifying the intrinsic links between the various parts of knowledge。
(2) to explore the theoretical basis for the construction of a high-school chemical knowledge system and provide theoretical guidance to educators。
(3) analysis of the application of high school chemical knowledge systems in teaching practice to provide reference for improving the quality of teaching。
Content of the study
The study has four main components:
(1) combination and analysis of high-school chemical knowledge systems. An in-depth analysis of high-school chemistry teaching materials has helped to refine the basic framework of high-school chemical knowledge systems and to clarify the interrelationships between various parts of knowledge。
(2) theoretical study of the construction of a high-school chemical knowledge system. The theoretical basis for the construction of a high-school chemical knowledge system is explored, including the characteristics of the subject, the concept of education, and student perception patterns。
(3) research on the application of high school chemical knowledge systems in teaching practice. Analysis of the specific application of high-school chemical knowledge systems in teaching practice and how to improve the quality of teaching by, inter alia, optimizing its contents and improving its methods of teaching。
(4) empirical study of the construction of a high-school chemical knowledge system. The effectiveness of high-school chemical knowledge systems is verified through empirical research into high-school teaching practices。
Iii. Methodologies and technologies
1. Research methodology
The study uses the following research methods:
(1) the literature analysis method. The theoretical basis for the construction of a high school chemical knowledge system is to be combed through the literature。
(2) empirical research. The effectiveness of high-school chemical knowledge systems was explored through empirical research on high-school teaching practices。
(3) case analysis law. Select representative teaching cases and analyse the application of high school chemical knowledge systems in teaching practice。
Technical route
The technical route of the study is as follows:
(1) collating high school knowledge systems of chemistry, identifying the intrinsic links between the various parts of knowledge。
(2) to explore the theoretical basis for the construction of high-school chemical knowledge systems。
(3) analysis of the application of high school chemical knowledge systems in teaching practice。
(4) conduct empirical research to verify the effectiveness of high-school chemical knowledge systems。
(5) summarizing the results of the research and proposing strategies and recommendations for improving the teaching of chemistry in high schools。
Expected accomplishments and research value
(i) expected accomplishments
1. Establish a framework for a scientifically sound high-school chemical knowledge system to provide theoretical support for high-school chemical education reform。
2. Develop a theory and methodology for the construction of a high-school chemical knowledge system to provide practical guidance to educators。
3. Preparation of a collection of practical examples of high-school teaching of chemical knowledge systems to inform and inform teacher teaching。
4. To propose strategies and proposals for improving the teaching of chemistry in high schools and to promote the quality of teaching。
The concrete results are as follows:
(1) studies. Detailed theoretical and practical research processes, methods, findings and conclusions for the construction of high-school chemical knowledge systems。
(2) framework for a high-school chemical knowledge system. These include the structure of the knowledge system, linkages between parts of knowledge, etc。
(3) thesis of the construction of a high school chemical knowledge system. They include building grounds, principles, methods, etc。
(4) a collection of practical teaching cases. It includes specific teaching cases, teaching methods, teaching effects, etc。
(5) teaching improvement strategies and recommendations. To propose improvements and implementation strategies for the current state of high school chemistry teaching。
(ii) research value
1. Theory value
(1) enrich the theory of high school chemistry education. The study explores the theoretical and practical construction of high school chemical knowledge systems, adding new elements to the theoretical system of high school chemistry education。
(2) promoting chemical education reform. The results of the study provide theoretical support for the reform of high school chemistry education and contribute to the modernization of education。
2. Practice value
(1) improving the quality of teaching. Research results can provide high-school chemical teachers with educational references, optimize teaching content and methods and improve the quality of teaching。
(2) building students ' innovative and practical capacities. Through the construction of science-based high-school chemical knowledge systems, it has helped to develop students ' innovation and practical skills and to develop human resources for science, technological innovation and social progress in the country。
(3) promote professional development of teachers. The study provides a theoretical system and methodology for high school chemistry teachers, which helps to improve their professional literacy and teaching skills。
V. Progress plan for the study
1. Phase i (1-3 months): a literature review, a compendium of high school chemical knowledge systems and a clear research framework。
2. Phase 2 (4-6 months): to explore the theoretical basis for the construction of a high school chemical knowledge system and to analyse the application of teaching practices。
3. Phase iii (7-9 months): an empirical study to validate the effectiveness of high-school chemical knowledge systems。
4. Phase iv (10-12 months): summary of research results, preparation of studies, presentation of strategies and recommendations for pedagogical improvement。
Vi. Funding budget and resource
Budget of appropriations
(1) documentation: $1,000
(2) cost of empirical research: $2,000
(3) travel: $1,500
(4) printing: $1,000
Total: $5,500
2. Sources of funding
(1) school research: $3,000
(2) personal funds for teachers: $2,500
