Abstract The historical origination of “chemical equilibrium in classroom” is analyzed from the perspective of knowledge archaeology. As simplified subject knowledge, “chemical equilibrium in textbooks” not only defined the boundary of knowledge, but also implied the structure of knowledge. As evolving performance of understanding, “chemical equilibrium in national college entrance examination” formed stable model of test gradually. As practical teaching contents, “chemical equilibrium in classroom” is a kind of “consensus” reached in the process of social negotiation by multiple subjects which is regional and includes specific discourse. It is a kind of functional and conditional knowledge situated deeply in school environment.
LIU Qian-Shu. Chemical Equilibrium in Classroom: From Perspective of Knowledge Archaeology[J]. Chinese Journal of Chemical Education, 2021, 42(7): 63-67.
