From Material Cognition to Value Identification: Value Connotations and Practical Pathways of Xinjiang High School Chemistry Curriculum Resources in Promoting Cultural Identity
XU Zuo-Tao, GUAN Ming*
College of Chemistry,Xinjiang Normal University,Urumqi 830054,China
Abstract Guided by the national strategies of “Forging a Strong Sense of Chinese National Community” and “Infusing Culture into Xinjiang”,this study explores pathways for promoting cultural identity in Xinjiang’s chemistry education through local curriculum resources. By constructing a “Chemistry Teaching Model Oriented Toward Cultural Identity”,the research clarifies the synergistic mechanism between the vertical process of “perception-inquiry-identity” and the horizontal dimensions of “cognition-value-behavior”. A curriculum resource framework that organically integrates Xinjiang’s unique cultural resources with high school chemistry knowledge points has been systematically developed. Furthermore,a teaching pathway centered on “cultural contextualization,scientific inquiry-based reconstruction,and unity of knowledge and action” is proposed. This study provides a comprehensive theoretical and practical framework for high school chemistry education in Xinjiang,aiming to implement the fundamental task of “Fostering Virtue Through Education” while offering theoretical support and practical references for deepening the cultural education function.
XU Zuo-Tao, GUAN Ming. From Material Cognition to Value Identification: Value Connotations and Practical Pathways of Xinjiang High School Chemistry Curriculum Resources in Promoting Cultural Identity[J]. Chinese Journal of Chemical Education, 2026, 47(11): 14-21.
