Curriculum Standard Comparison and Subject Understanding Construction of Atomic Structure Topic
YANG Gui-Rong1, ZHENG Chang-Long2**, SHAN Yuan-Yuan2
1. Faculty of Education, Northeast Normal University, Changchun 130024, China; 2. Institute of Chemistry Education, Northeast Normal University, Changchun 130024, China
Abstract Through the methods of content analysis and comparative analysis, this paper studies the atomic structure topic contents in the curriculum standards of six countries or areas, explores the differences and similarities in the three aspects of curriculum requirements, performance expectations and related concepts, and constructs the subject understanding of the atomic structure topic at the curriculum level. The results indicate that in terms of curriculum requirements, it pays attention to students’ performance expectations, emphasizes scientific practice, and does not fully provide teaching implementation suggestions. In terms of performance expectations, its level and dimension are different. In terms of related concepts, there are differences in the hierarchy and content selection of concepts. In terms of subject understanding, the primitive question of atomic structure topic condensation is “how the particles in atoms interact”. The cognitive perspective on the extraction of curriculum level is the “electronic” perspective. The conceptual hierarchy with the topic big ideas of “atomic structure model” and “atomic configuration model” is constructed. With a view to providing suggestions and references for students’ topic learning and teachers’ teaching implementation.
YANG Gui-Rong, ZHENG Chang-Long, SHAN Yuan-Yuan. Curriculum Standard Comparison and Subject Understanding Construction of Atomic Structure Topic[J]. Chinese Journal of Chemical Education, 2024, 45(13): 17-23.
