Keywords: ecological education; ; School-based curriculum of chemistry; ; Curriculum design; Content design; Teaching strategy
Over the past ten years, great achievements have been made in the curriculum reform of basic education, and many successful explorations have been made in the construction of school-based curriculum, but there are few studies on designing characteristic school-based curriculum based on the concept of ecological education. Facing the requirements of current economic and social development, it will be an exploration of great significance to effectively integrate the concept of ecological education into the design of school-based curriculum and construct the school-based curriculum of high school chemistry with ecological education. The research on the curriculum design of high school chemistry school-based curriculum based on the concept of ecological education is to integrate the relevant theories and advanced concepts of ecological education into the design process of high school chemistry school-based curriculum, and strive to make the content of school-based curriculum cover the ecological fields such as life, environment and energy, so as to construct a series of high school chemistry school-based curriculum of ecological education, which will help improve the effectiveness of school-based curriculum implementation.
1 Conceptual design of school-based curriculum for ecological education
Ecological education is a new educational concept formed under the background of the new era and the needs of social and economic development, and its connotation is particularly extensive. Ecological education is an educational concept with the aim of "realizing sustainable development and creating an ecological civilized society", focusing on cultivating students' ecological awareness and promoting the harmonious and comprehensive sustainable development of teachers and students. The curriculum view of ecological education emphasizes the curriculum concept of "pluralism and openness" and the value pursuit of "sustainable development" and "ecological harmony". Infiltrating ecological consciousness into school teaching is an important way to cultivate students to form a correct ecological view [1]. Based on this, the school-based curriculum design concept of ecological education will take "improving students' ecological literacy and promoting students' all-round development" as the guiding ideology, adapt to the requirements of the development of the times, vigorously promote educational innovation, strive to build a school-based curriculum system of high school chemistry with regional characteristics and vitality, embody the concept of ecological education, help students acquire the knowledge and skills of environment, energy and ecology needed for future development, and lay the foundation for cultivating citizens with good ecological literacy.
2 Eco-education school-based curriculum target design
The purpose of ecological education in high school chemistry school-based curriculum is to enable students to improve their scientific literacy, enhance their social adaptability and stimulate their feelings of appreciation and love of chemistry by understanding and mastering the knowledge and skills of chemical environment, energy and ecology. Choose rich and varied course contents and adopt various forms of course models, so that students can get unified and harmonious development. (1) Knowledge and skills: Understand the chemical knowledge in daily life and the basic principles of chemical knowledge; Understand the process and method of experimental design through chemistry interesting experimental projects, and master certain experimental design skills; Understand the popular science knowledge of chemistry related disciplines, and understand the frontier scientific and technological trends of chemistry. (2) Process and method: Through the investigation process of ecological education practice, learn to use the method of scientific inquiry to form the spirit of teamwork in practical activities; Form the consciousness of explaining and solving chemical phenomena and problems in life with scientific attitude and methods, learn to collect and analyze data, and form the habit of finding and solving problems. (3) Emotional attitude and values: Willing to explore the influence of chemistry on environmental change, feeling the advantages and disadvantages of chemistry and chemical industry on the environment, and cultivating interest in learning chemistry; Cultivate the sentiment of loving life and hometown, correctly view the relationship between chemistry and environment, chemistry and human society, and pursue the goal of chemistry serving mankind.
3 Eco-education school-based curriculum content design
Course content is one of the elements of the course. What course content to choose and how to choose it are the core issues in the design and implementation of school-based chemistry curriculum in senior high schools of ecological education.
3. 1 Course content selection range
In order to realize the curriculum goal of school-based curriculum of chemical ecology in senior high school, the selection and organization of curriculum content should follow certain logical clues:-the relationship between students and natural development; -the relationship between students and others and social development; -the relationship between students and self-development. Under the guidance of the concept of ecological education, the curriculum resources of "environment, life and life" constitute the content category of school-based chemistry curriculum of ecological education. The specific content selection of school-based curriculum can have its own characteristics because of the differences between places and schools and the differences of students' personalities.
3.2 Course Content Structure Design
According to the concept of ecological education, the content of school-based chemistry course of ecological education is divided into three learning areas: life education, life education and environmental education, and each subject area is divided into three subjects. The nine disciplines are independent of each other, which reflects the internal logical connection of ecological education content [3]. In the selection of content, we attach importance to the relationship between chemistry and life growth, life and environment. Each subject revolves around a certain learning field, integrating students' experience and curriculum resources to form a relatively complete learning unit. The nine subjects of the school-based curriculum of chemistry in ecological education senior high school are as follows:
3.3 Course content selection strategy
High school chemistry school-based curriculum needs to give full play to creativity and determine the appropriate content in combination with the actual situation of our school. In order to facilitate content selection and organizational operability, and integrate the existing experience in content selection of school-based courses, the following three content selection strategies are proposed:
3.3. 1 Take subject knowledge as a clue to ensure the scientific content.
The content organization of school-based curriculum should not only follow the characteristics of universality and suitability, but also have its inherent logical clues of subject knowledge, be close to curriculum standards and correctly grasp learning requirements, which is conducive to students' successful realization of learning goals. School-based curriculum constructs corresponding subject knowledge system according to the characteristics of content materials, gives full play to the scientific orientation of curriculum content, and provides scientific guarantee for students' learning in knowledge, ability and attitude. According to the investigation, the contents of school-based courses in many schools are extensive, but the scientific nature is still insufficient. Such school-based curriculum learning is bound to be detrimental to the development of students' scientific thinking and the cultivation of scientific spirit. Therefore, in today's explosion of knowledge and information, the selection of school-based chemistry curriculum content should adhere to the subject knowledge as the main line to ensure the scientific nature of the curriculum content.
3.3.2 Strengthen content development with personality development as the core.
Improving students' scientific literacy, promoting the formation of ecological awareness and guiding students' healthy and harmonious development is one of the tasks and goals of school-based curriculum of chemical ecology education in senior high schools. In the selection of school-based chemistry curriculum content, we should first consider the personality development needs of most students, and then design the curriculum content according to the school and local conditions to effectively avoid the lag of the educational function of school-based curriculum from the source; Secondly, in addition to fully considering the students' personality development needs, the course content also needs to fully integrate the course resources, optimize the design of content chapters, and highlight the logical and developmental characteristics of the course content in a step-by-step manner, from shallow to deep, from extensive to professional, and step by step. It can be seen that students' personality development needs are the core direction of high school chemistry school-based curriculum content design, and also an important aspect of effectively improving the sustainable development of curriculum content.
3.3.3 Guided by social needs, promote the sociality of content.
Schools are places to train social talents, and the design and setting of school courses should naturally combine the needs of social development and the training objectives of schools. Under the current social background, chemical-related resources such as social life and production technology, chemistry is beneficial to social development, etc. should be integrated into the content design of school-based curriculum, so as to guide students to further understand chemical knowledge through discussion, investigation and experiment, fully understand the important role of chemistry (science) in the process of social production and development, and promote students to understand the relationship between chemistry (science), technology and society more deeply. Therefore, in the choice of school-based curriculum content, we should not only pay attention to the knowledge and development of the content, but also strive to reflect the characteristics and trends of social development and create a school-based curriculum learning atmosphere of "curriculum comes from social life and curriculum is used in social life".
4 Eco-education school-based curriculum environment design
The effective implementation of school-based curriculum can not be separated from the beautiful, harmonious and warm campus environment, especially the implementation of school-based curriculum of ecological education chemistry has stricter requirements on the campus environment. We can discuss the curriculum environment design from three aspects: learning environment, classroom model and teacher-student relationship.
4. 1 Create a quiet and beautiful learning environment
(1) Ensure the environmental sanitation of the classroom. (2) Ensure the classroom environment is quiet, and no noise is allowed inside and outside the classroom. Teachers should cultivate students' good habit of observing discipline. (3) The classroom environment should be personalized, and the layout of the classroom should be arranged by teachers and students themselves. (4) The colors in the classroom should be coordinated. The color of the classroom should conform to the teaching content. It is best to use cool colors in the classroom and warm colors in the chemistry laboratory. (5) The layout of the classroom should be simple and generous, and don't display too many items to avoid distracting students.
4.2 Design a harmonious and open classroom model
The arrangement of desks and teaching AIDS in the classroom, especially the arrangement of students' seats, affects the communication between teachers and students, and also affects the teaching atmosphere in the classroom, which will have a corresponding impact on students' learning enthusiasm and attitude. In the process of chemistry teaching, students' seating arrangement can be flexibly adjusted according to the teaching content, teaching form and teaching characteristics, so as to fully mobilize students' enthusiasm. When arranging students' seats, we should arrange them according to the amount of interaction between students. Whether it is traditional or open seating arrangement, we should pay attention to strengthen the communication and interaction between teachers and students, pay attention to every student in the classroom and ensure that every student can participate in classroom activities.
4.3 Establish a democratic and equal relationship between teachers and students
The democratic and equal relationship between teachers and students is an important cornerstone to realize effective teaching. In the equal relationship between teachers and students, teachers should give full play to the role of guide, motivator and collaborator in students' life. From the teacher's point of view, we should give full consideration to students' learning needs, treat each student equally, treat each student's problems seriously, respect students' personality, pay attention to their personality development, increase communication with students, and give full play to their learning initiative; From the perspective of students, we should respect teachers' correct guidance, accept teachers' educational behavior, respect teachers' labor achievements, and actively cooperate with teachers' daily teaching and scientific research. The establishment of equal dialogue between teachers and students will stimulate the vitality of the classroom to the maximum extent; Teachers and students communicate without tyranny, pressure and suspicion, and discuss and explore freely together, so that the classroom of school-based curriculum presents a kind of ecological harmony beauty.
5 conclusion
As a vital research field in the basic education curriculum reform, the research and practice of school-based curriculum has been accompanied by the gradual advancement and deepening of the basic education curriculum reform, and has fully played an important role in educating people at the school level [4-8]. Under the guidance of the concept of ecological education, this paper makes innovative thinking and research on the design of school-based curriculum of high school chemistry, and puts forward a new perspective for the design of school-based curriculum of high school chemistry. The design and exploration of school-based curriculum is endless. How to further enhance the connotation of school-based curriculum, strengthen the characteristics of school-based curriculum, optimize the design of school-based curriculum, cultivate students' healthy physique and sound personality, and promote the growth and all-round development of each student's personality will be the unremitting exploration and pursuit of educators.
refer to
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[4] Ye Bo, Fan Wei. Curriculum and Teaching, 20 12 (4): 49
[5] Jun Hu. Chemistry Education, 2015,36 (1): 6-9.
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[8] Chen Xiaoxiao. Chemistry Education, 2014,35 (13): 4-6.