Report on the development and evaluation mechanisms of the high-school chemical knowledge system for pedagogical research
Contents
I. Report on the development and evaluation mechanisms of high-school chemical knowledge systems to explore the opening of pedagogical research
Ii. Interim report on the study on the construction and evaluation mechanisms of high-school chemical knowledge systems
Iii. Report on the study of the theme on the construction and evaluation mechanisms of high-school chemical knowledge systems
Iv. Pedagogical research papers on the construction and evaluation mechanisms of high-school chemical knowledge systems
Report on the development and evaluation mechanism for high-school chemical knowledge systems to explore the opening of pedagogical research
I. Background and significance of the study
As our educational reforms deepen, high-school chemistry teaching is facing new challenges and opportunities. Research on the construction and evaluation mechanisms of high-school chemical knowledge systems is important to improve the quality of chemistry teaching and to build students ' capacity to innovate and practice。
In recent years, the teaching of chemistry in high schools has produced significant results in terms of knowledge transfer, competency development and value-building, but there are also problems. On the one hand, the complexity of the high-school chemical knowledge system makes it difficult for teachers to systematically impart it over a limited period of time; on the other hand, evaluation mechanisms are too focused on scores and neglect comprehensive quality assessments of students. As a result, mechanisms for the construction and evaluation of high-school chemical knowledge systems have been explored in order to improve the effectiveness of teaching and the overall development of students。
Research on high-school chemical knowledge systems and evaluation mechanisms is positive for:
1. Optimizing high school chemistry teaching strategies and improving the quality of teaching
2. To develop self-learning skills and stimulate interest in learning
3. Improving evaluation mechanisms for the overall development of students
4. Providing theoretical and practical guidance for the reform of high school chemistry education。
Ii. Research objectives and content
1. Research objectives
The aim of this study is to build a high-school chemical knowledge system, optimize evaluation mechanisms, improve educational performance and promote the overall development of students. The objectives are as follows:
(1) collating the high school chemical knowledge system and clarifying the intrinsic links between the various components
(2) explore the use of evaluation mechanisms in high school chemistry teaching and propose improvements
(3) validation of the effectiveness of the built knowledge systems and evaluation mechanisms through empirical research
(4) provide theoretical and practical guidance for the reform of high school chemistry education。
Content of the study
The study focuses on four main areas:
(1) high-school chemical knowledge system: analysis of the characteristics of high-school chemical knowledge system, combing the intrinsic links of various components and building a complete and systematic knowledge system
(2) the evaluation mechanism explores: analysing the problems of the existing high school chemical evaluation mechanism, exploring its use in high school chemistry teaching and proposing improvements
(iii) empirical research: collecting input from front-line teachers and students, through questionnaires, interviews, etc., to validate the effectiveness of the knowledge systems and evaluation mechanisms developed
(4) proposals for reform of high school chemistry education: based on the results of the study, specific proposals for reform of high school chemistry education。
Iii. Methodologies and technologies
1. Research methodology
The study uses the following research methods:
(i) documentation analysis: to provide a theoretical basis for the study by reviewing relevant national and international literature on the status of research on the construction and evaluation mechanisms of high-school chemical knowledge systems
(ii) empirical research methods: collecting opinions and suggestions from front-line teachers and students through questionnaires, interviews, etc., to verify the effectiveness of the knowledge systems and evaluation mechanisms developed
(3) case analysis: selecting representative high school teaching cases of chemistry, analysing their teaching strategies and evaluation mechanisms to provide a practical basis for the study
(4) the comparative research act, which compares the current state of teaching of chemistry in high schools at home and abroad, analyses its strengths and weaknesses and provides a basis for the reform of chemistry education in high schools。
Technical route
The technical route of the study is as follows:
(1) collating high-school chemical knowledge systems and building complete and systematic knowledge systems
(2) analysis of existing high school chemical evaluation mechanisms and exploration of their use in high school chemistry teaching
(3) validation of the effectiveness of the built knowledge systems and evaluation mechanisms through empirical research
(4) based on the results of the study, make concrete proposals for reform of high school chemistry education。
Expected accomplishments and research value
The study is expected to achieve the following results:
Expected accomplishments
(1) to construct a complete system of scientific, high-school knowledge of chemistry, clarifying the logical relationship between knowledge points and providing theoretical guidance for high-school teaching of chemistry
(2) to propose a rational and effective evaluation mechanism that focuses on the overall quality of students and promotes their overall development
(3) to develop a high school chemistry teaching strategy with practical guidance to improve its effectiveness
(4) preparation of a high-quality study, including research background, research objectives, research methods, research processes, research results, etc., to provide theoretical and practical guidance for the reform of high-school chemistry education。
The concrete results are as follows:
- study on the construction of high-school chemical knowledge systems
- programme for the improvement of chemical evaluation mechanisms in high school
- recommendations for the optimization of high school teaching strategies in chemistry
- practical guidebook on chemical education reform in high schools
2. Research value
(1) theoretical value
The study's exploration of mechanisms for the construction and evaluation of high-school chemical knowledge systems has helped to enrich high-school chemistry teaching theory and provides theoretical support for subsequent relevant research. At the same time, the study will provide a theoretical basis for the reform of chemical education in our high schools and promote the healthy development of education。
(2) practice value
The study validated the effectiveness of the knowledge systems and evaluation mechanisms built through empirical research and provided useful lessons for high-school teaching practices on chemistry. This is reflected in:
- to help teachers define their teaching objectives, optimize their teaching strategies and improve their quality
- to stimulate the interest of students in learning and to develop their ability to study independently
- to promote the improvement of pupils ' comprehensive qualifications and the comprehensive development of their capacities
- providing practical examples and experiences for the reform of high school chemistry education。
V. Progress plan for the study
1. Phase i (1-3 months): a synthesis and analysis of the literature and identification of the research framework and methodology
2. Phase ii (4-6 months): high-school chemical knowledge system development, evaluation mechanisms explored
Phase iii (7-9 months): empirical research, data collection and analysis
4. Phase iv (10-12 months): research results collated and studies prepared。
The schedule is as follows:
- first month: preparation of the background and significance of the study, the objectives and content of the study, the methodology and the technical route of the study
- 2-3 months: synthesis and analysis of the literature, definition of the research framework and methodology
- 4-6 months: high school chemical knowledge system, evaluation mechanism explored
7-9 months: empirical studies such as questionnaires, interviews, data collection and analysis
10-11 months: research results were collated and studies prepared
12th month: the study was revised, refined and the final results presented。
Vi. Funding budget and resource
Budget of appropriations
The projected requirements for the study are as follows:
- documentation and documentation: $500
- survey and interviews: $1,000
- purchase of data analysis software: $1,500
- study writing and printing: $2,000
- other miscellaneous expenses: $1,000。
Total: $5,000。
