Characteristics of Cultural Confidence Materials in Junior High School Chemistry Classrooms
YANG Ji-Dong1**, LIU Zi-Ye1, HE Li-Ping2, LIU Si-Yi2, YANG Xiao-Hui3
1. College of Chemistry and Chemical Engineering, Hunan Normal University, Changsha 410081, China; 2. Changsha Lushan International Experimental School, Changsha 410006, China; 3. Hunan Yueyun Middle School, Hengyang 421900, China
Abstract Building China into a leading country in education requires firm cultural confidence, and the chemistry classroom has great potential in fostering students’ cultural confidence. Based on existing research, an analysis framework for the use of cultural confidence materials in chemistry classrooms is constructed. The study analyzes 112 junior high school chemistry lesson materials from 31 provinces, municipalities, and autonomous regions across the country. The study reveals three characteristics of cultural confidence material usage: First, cultural confidence materials are widely used in junior high school chemistry classrooms, with fragmented usage being the dominant form; Second, the primary functions of cultural confidence materials are to cultivate emotions and stimulate motivation, with insufficient attention to function integration; Third, students have limited participation in using cultural confidence materials, and cultural practice is difficult for students to engage in. Based on the identified issues, suggestions are provided from three aspects:chemistry teachers’ perspectives, the connection between materials and knowledge, and the design of practical activities,for the effective use of cultural confidence materials in junior high school chemistry classrooms.
YANG Ji-Dong, LIU Zi-Ye, HE Li-Ping, LIU Si-Yi, YANG Xiao-Hui. Characteristics of Cultural Confidence Materials in Junior High School Chemistry Classrooms[J]. Chinese Journal of Chemical Education, 2026, 47(11): 45-51.
