The subject of chemistry teaching theory was born in China. Today, it has become a comprehensive education discipline with many branches. On the basis of literature research and logical analysis, it is divided into five parts: germination, formation, learning, stability and development.

During this period, the discipline development history of China's chemistry teaching theory was combed and discussed.

Chemistry teaching theory, history, content, teaching materials and literature research

Understanding the history of subject development can not only deepen learners' deep understanding of subject content system and educational value,

It can also further stimulate the enthusiasm and motivation of learners to learn this subject. This point has been recognized in the field of chemistry teaching theory, and there are many versions of chemistry teaching theory in China.

The work also has the related content of "the history of the development of chemistry teaching theory". Looking at the works on chemistry teaching theory in recent thirty years, we find that: (1)

The content about the development of chemistry teaching theory in different editions of works is only a statement of historical facts, and there is no analysis or comment on historical facts; Relevant historical materials are loosely organized and lack clear logical main lines; (2) As far as the main content is concerned,

Little has changed over the years. The earlier the version, the more detailed it is, and the newer and simpler it is. In recent years, especially since 2000, the content about the development history of chemistry teaching theory has either been deleted or not written.

Whether it is "copying", "pasting" or "format modification", the contents discussed are basically the same or even exactly the same, and the relevant experts have not conducted more in-depth and detailed textual research and analysis, nor have their own ideas and opinions. In view of this,

On the basis of textual research and logical analysis of a large number of documents, the author combs and discusses the development history of chemistry teaching theory in China in five periods: germination, formation, learning, stability and development.

The germination period of1(1865—1931)

The 66 years from the beginning of modern chemistry education in China to the formal opening of 1932 chemistry teaching theory is the embryonic period of China's chemistry teaching theory. 1865,

The Westernization School of the Qing government established Jiangnan Manufacturing Bureau in Shanghai, and attached a mechanical school, in which the earliest chemistry course in China was opened, which opened the prelude of chemistry education in China schools [1].

. Later, some newly-established schools, provincial manufacturing bureaus and military academies, such as Shi Jing Wentong Museum and Tianjin Chinese and Western School, also offered chemistry courses one after another, but the courses were simple and unsystematic, mostly at the middle school level [2].

. Before the promulgation of 1903 "Guimao Academic System", although there was a certain demand for chemistry teachers in China, most of the chemistry teachers at that time hired westerners, and few China people were chemistry teachers [3].

There are no institutions or courses to train or train chemistry teachers. After the promulgation of Guimao Academic System, China established the first academic system in modern times, ending the feudal education system that followed for more than 2,000 years, and chemistry education was popularized and valued to a certain extent.

China's own university chemistry teachers also supplemented by sending overseas students to study abroad [4], but due to the incomplete academic system, chemistry education in China continued until the 20th century.

At the end of 1990s, it has not been widely popularized, and the cultivation (training) of chemistry teachers and the research of chemistry teaching theory have not attracted people's general attention.

To sum up, the development of chemistry teaching theory in China during this period is mainly manifested in two aspects: first, some scholars studied the important contents of chemistry teaching theory in the form of exploring new methods of chemistry teaching,

For example, when Xu Shou gave a lecture on chemical science in Shanghai Gezhi Academy, he had already used the new chemistry teaching method of "classroom teaching experiment" [5];

Second, individual colleges and universities began to try to set up the subject of chemistry teaching theory in China by holding various summer seminars for science teachers, such as the summer courses held by Nanjing Southeast University 1923 and 1924 to 1926.

Summer seminar for science teachers organized by Tsinghua University, China Education Improvement Society and Chinese Medical Association [1].

2 formation period (1932—1948)

The formation period of the discipline of chemical pedagogy in China is from the formal opening of the discipline in colleges and universities to 1949 before the founding of New China. 1932, Beijing Normal University (

The Department of Chemistry (predecessor of Beijing Normal University) formally opened the subject of "Chemistry Teaching Theory" at that time, and its main content was: (1) New development of chemistry (about 25%).

; (2) Research on teaching methods and teaching materials of chemistry (about 50% of them are based on the content of middle school chemistry teaching materials and introduce how to explain them); (3) Chemical experiment and equipment research (about 25%) [1]

. Although there were no textbooks [6] at that time, the Ministry of Education did not stipulate that this course was compulsory [7].

However, the formal publication of "Teaching Method of Chemistry Textbooks for Middle School" is still a milestone for the development of the whole chemistry teaching theory. It not only reflects that the important role of chemistry teaching theory in developing chemistry education is increasingly recognized by people,

It also marks that the subject of chemistry teaching theory has adapted to the needs of the development of chemistry education and initially formed [1]. In fact, during this period, the discipline of chemistry teaching theory in China developed both formally and informally. Except for the official opening of some universities,

In order to improve the professional level of chemistry teachers, the then Ministry of Education promulgated the Measures for Summer Workshops and Seminars in Middle Schools in 1935, and designated universities and "education departments" in many places.

Jointly organize such summer workshops and seminars. As far as chemistry is concerned, its teaching contents are "New Progress in Chemistry", "Chemistry Education and Textbook Research" and "Research on Chemical Experimental Equipment" [1].

It is basically consistent with the content of the course "Teaching Materials and Methods of Middle School Chemistry" offered by normal schools. Therefore, in essence, this summer seminar is actually an informal chemical teaching theory class. In addition, 1932

The chemical magazine [8] founded by chinese chemical society and 1933 in 1998 also provided a good external environment for the development of chemistry teaching theory in this period. However, use 1937.

With the outbreak of Japanese large-scale war of aggression against China in, China society entered the war period, and domestic chemistry education began to move towards a more difficult and rugged road, and the development of chemistry teaching theory became difficult.

There is no more substantial progress.

3 study period (1949-1956)

From the founding of New China to 1957, seven years before the publication of the first self-made textbook in China was the learning period of chemistry teaching theory in China. In the early days of People's Republic of China (PRC),

Due to political and economic reasons, the development of education in China has adopted a "one-sided" strategy, that is, on the basis of completely denying the western teaching theory, it has comprehensively studied the educational experience of the former Soviet Union. Totally negating the western teaching theory,

This means that educational test, psychological test and educational statistics, which were introduced to China in the 1920s, are regarded as idealistic academic viewpoints and excluded from the theory of chemistry teaching. Learn from the experience of Soviet education in an all-round way,

In terms of higher education curriculum, the main performance is as follows: "From the autumn of 1952, the Ministry of Education stipulated that universities should adopt the Soviet teaching plan and syllabus from the first year, organize teachers to translate Soviet textbooks, and set up teaching and research groups.

Learn the teaching methods of the Soviet Union "[9]. On the basis of learning the experience of the Soviet Union, the Central Ministry of Education promulgated 1954 "Temporary Teaching Plan of Chemistry Department of China Normal University", which clearly stipulated the curriculum of chemistry teaching method. At the beginning of 1955, the experimental teaching syllabus of chemistry teaching method in chemistry department of teachers college was published.

Widely practiced in normal universities [10]. In short, during this period, the subject of chemistry teaching theory in China has made great progress on the basis of learning the educational experience of the former Soviet Union. First of all,

From the perspective of subject status, the education administrative department in this period determined the subject status of "Chemistry Teaching Theory" in the form of policies, which promoted the popularization of "Chemistry Teaching Theory" in normal universities. Secondly, from the perspective of subject content,

On the basis of translating and introducing the textbooks and handouts of the former Soviet Union, Chinese scholars have preliminarily defined the basic contents to be studied in the discipline of chemistry pedagogy:

Tasks of chemistry class, general principles of chemistry teaching process, methods and means of chemistry teaching, organization of chemistry teaching, work plan of chemistry teaching, examination and evaluation of students' grades, chemistry homework, chemical equipment, research on teaching methods of various contents and general review of chemistry [1 1]

4 stable period (1957—1977)

The 20 years from the publication of the first self-made textbook in China to the reform and opening-up of 1978 is a stable period of chemistry teaching theory in China. With the changes in the international situation, China and the Soviet Union began to have differences.

"One-sided" can no longer continue, and many problems caused by copying Soviet experience in teaching must also be corrected. Therefore, Chinese scholars began to construct the content system of chemistry teaching theory.

Articles introducing Mr. Liu Jingkun's chemistry teaching experience published in the first four issues of People's Education Magazine 1957 [12] and [1957].

1998 The first textbook for normal universities, Lectures on Chemistry Teaching Method, published by People's Education Publishing House, etc.

Paying attention to teaching research, systematically summarizing China's own teaching experience and popularizing it are the representative works of this period. It is also this book that initially constructed the subject system of chemistry teaching theory in China. After the 1960s,

Normal universities, such as Beijing Normal University and East China Normal University, have their own chemistry teaching materials and teaching AIDS. The subject system is mostly the same as before, but the subject content has changed a lot. In addition to classroom teaching, the whole course also cooperates with a large number of internship activities.

Including experiments, lectures, discussions, internships, lectures, visits, making teaching AIDS, etc. Except for the "Cultural Revolution" 10, the chemistry teaching method course in this period has always been a compulsory course for chemistry majors in normal universities, and the subject system is basically stable.

But as the name implies, this course pays more attention to "law" than "theory"

5 development period (1978 to present)

From the reform and opening up to the eighth curriculum reform, today is the development period of chemistry teaching theory in China. Since the reform and opening up, with the reconstruction and development of chemistry education curriculum in normal universities,

The subject of chemistry teaching theory in China is also increasingly active and prosperous. Up to now, it has stepped out of a framework of "learning and teaching theory".

It has become an interdisciplinary subject group, including chemical experiment teaching research, chemical learning theory, chemical curriculum theory, chemical education measurement and evaluation, middle school chemistry teaching material analysis, chemical teaching skill training, chemical education research methods and so on. In the following, the author will start with the construction of subject teaching materials, the cultivation of high-level talents, the change of subject name, the expansion of subject content and the external environment of subject development.

This paper discusses in detail the development of chemistry teaching theory in China during this period.

5. 1 Construction of subject teaching materials

As the carrier of subject content, subject teaching material is not only the material embodiment of subject development, but also the intermediary and guarantee for further development of subject. In general,

During this period, the construction of teaching materials of chemistry teaching theory in China has experienced an innovative development process from less to more, from single to diverse, from main disciplines to branch disciplines, from exploration to maturity.

5. 1. 1 Teaching Material Construction of Chemistry Teaching Theory

1980 in may, the enlarged meeting of the editorial board of science chemistry textbooks in colleges and universities discussed, revised and adopted the teaching syllabus (

For chemistry major) [10]. In the same year, the Department of Chemistry of Dandong Normal University in Liaoning Province edited and published "Lectures on Chemistry Teaching Method".

This is the earliest textbook of chemistry teaching theory that the author learned in this period. The editing and publication of this textbook has also opened the prelude to the construction of chemistry teaching materials in the "development period" in China. According to incomplete statistics,

During this period, nearly 70 books on Chemistry Teaching Theory compiled by domestic experts and scholars were published one after another. Among them, there are 9 textbooks named after "Teaching Methods of Chemistry Textbooks for Middle Schools", which are made by Liu Zhixin (

Beijing Normal University Press, 1983) was the earliest; There are 16 kinds of textbooks named after or containing "chemistry teaching method".

Chemistry textbook (Department of Chemistry, Dandong Normal University, Liaoning Province, 1980) was the earliest. There are 10 kinds of textbooks named after "chemical pedagogy" or "chemical pedagogy".

Chemistry Pedagogy (Jiangxi Education Press, 199 1 year) edited by Yang Xianchang of Central China Normal University is the earliest. Based on "Chemistry Teaching Theory"

There are 25 kinds of textbooks named after "Chemistry Teaching Theory" (different versions of the same editor are also considered as one kind). The Theory of Chemistry Teaching in Middle School edited by Wang (Heilongjiang Science and Technology Press, 1988).

Years) the earliest; There are four textbooks named after Chemistry Curriculum and Teaching Theory. The earliest one is Chemistry Curriculum and Teaching Theory edited by Pei Xinning (Zhejiang Education Press, 2003). Under other names, such as "

The system theory of chemistry teaching and the introduction to chemistry teaching in middle schools are four textbooks. If the statistics are limited to 10 years, 1980- 1990 will publish 2 1, 1990-

In 2000, 22 books were published, including 1990.

Since 2000, 25 books have been published. (The main sources of information about the subject textbooks in this paper are: the original textbooks, the catalogue search of the National Library of China, the master's thesis on the temporal and spatial development of chemistry teaching theory, and the references attached to the original subject textbooks.

Aspects). Among all the above-mentioned teaching materials, Chemistry Teaching Theory published by Higher Education Press 1990 and edited by Liu Zhixin is the first teaching material after the unified name of the subject of chemistry teaching theory at the undergraduate level.

It is also recognized as the basic work in the field of chemistry teaching theory. This book was revised by 1997, and the second, third and fourth editions were published in 2004 and 2009 respectively. It is the most important academic work of the discipline itself.

5. 1.2 Teaching Material Construction of Chemistry Teaching Theory

With the differentiation and independence of chemical experiment teaching and research, the teaching material construction of each branch of "Chemistry Teaching Theory" has gradually developed and prospered.

"Chemical experiment teaching research" is "chemistry teaching theory"

A branch subject with the earliest differentiation and the most perfect development. Research on Chemical Experiment Teaching, published by Higher Education Press 1990 and edited by Wang Xitong, is a symbolic textbook of its differentiation and independence. Since then,

The construction of teaching materials in this branch is getting more and more prosperous. According to incomplete statistics, 26 kinds of teaching materials have been published in the subject of "Chemical Experiment Teaching and Research" (17 after 2000). In which 1986

Before the division in, "Experiment of Middle School Chemistry Teaching Method" (Higher Education Press) was the earliest textbook edited and published by the Chemistry Department of Southwest Normal University. Because other branches of chemistry learning theory have not been fully opened at the undergraduate level,

Most of them belong to "emerging disciplines" and are in the exploration stage. Therefore, on the whole, the construction of teaching materials in other branches of "Chemistry Teaching Theory" is relatively slow and the quantity is not much, which needs to be studied and developed urgently. Among them, chemical learning theory 3

This edition (etc. 1996 edition, till 2004 edition, etc. 2007 edition); Chemistry Curriculum Theory 1 (How 1996 Edition); Measurement and Evaluation of Chemistry Education

Ben (Liu Zhixin et al. 1996, Spark 1998, Yan Meng Gang 2004, 2006); "Middle School Chemistry teaching material analysis" 4 volumes (

Chemistry Room of People's Education Press (1988), Wang Tong et al. (1997), Shen Zaizhi (1999), Ji Chunyang et al. (2004); Chemistry Teaching Skills Training (Li Jing et al. 1998)

Annual Edition, 1999 Edition, Yang Printing 2007 Edition, 2008 Edition, Zhang Qingyun et al. 2009 Edition, 2009 Edition); "Research Methods of Chemistry Education" 4 volumes (

Lan Jueming 2000, Li Tang 2003, Yan Menggang 2008, Miao Shenhua 2009); Chemistry teaching design 8 volumes (Shengdeng 1998 edition,

Xu et al. 1998, Mai 1999, Zheng Changlong 200 1, Chemistry Room of People's Education Press, 2002, et al., 2003, Jiang Jiafa, 2004,

Wang Shilei, 2008).

5.2 discipline high-level personnel training

The quantity and quality of high-level personnel training is not only a sign of the development degree of a discipline, but also a powerful driving force for its sustained and rapid development. 1977, China's postgraduate education resumed. 1979

In 2006, East China Normal University began to recruit graduate students of "Chemistry Textbooks and Teaching Methods". 1983

In, after Beijing Normal University, East China Normal University and Northeast Normal University unified the subject names at the master's training level [13], they enrolled graduate students majoring in chemistry teaching theory for the first time in China.

. Up to now, "Chemistry Teaching Theory" has 44 master's programs [14] and 5 doctoral programs, which is a huge master's and doctoral training system. Major normal universities and some comprehensive universities in China also recruit master students in chemistry teaching theory.

Cultivate high-level theoretical talents in chemistry teaching.

5.3 Change of Subject Name

The theme name is the external embodiment of the theme content. The change of subject content will inevitably lead to the change of subject name. With the continuous expansion of content,

The subject name of chemistry teaching theory in China has also undergone a gradual change from master's degree to undergraduate degree and from "teaching method of chemistry textbooks in middle schools"

Transformation or attempt from "middle school chemistry teaching method" to "chemistry teaching theory" and then to "chemistry pedagogy"

During the period of 1983, at the second meeting of the discipline evaluation group of doctoral and master's authorized points held by the State Council Academic Degrees Committee, Professor Gu Mingyuan of Beijing Normal University suggested that the discipline teaching method be renamed as discipline teaching theory.

In order to improve their academic requirements and thus improve their academic status. This suggestion was adopted. Since then, at the level of postgraduate training, the name of chemistry teaching method has been changed to chemistry teaching theory, but at the level of undergraduate training,

The name of chemistry teaching method is still [1 1].

1988 1 1 month,

The State Education Commission held a meeting to revise the basic requirements of chemistry for undergraduate chemistry majors in normal universities. The experts and scholars of the chemistry education group attending the meeting are reviewing the Basic Requirements of Chemistry Teaching Method Course of Chemistry Department of Normal University (

Draft), after careful discussion, unanimously agreed to adopt "chemistry teaching theory"

This name has replaced the names of "chemistry teaching method", "middle school chemistry teaching method" and "middle school chemistry textbook teaching method" which are still in use. It is suggested that all normal universities offer corresponding courses-Chemistry Teaching Theory.

At the same time, the course of "Chemical Experiment Teaching and Research" is offered to replace and strengthen the experimental part of the original course [12]. From then on, at the undergraduate training level, all normal universities in China! Chemistry Teaching Theory 8704;

The names of disciplines began to be gradually unified.

After the 1990s, many scholars proposed to further transform the chemistry teaching theory into chemistry pedagogy, and also published some books on "chemistry pedagogy".

But this kind of effort has never become mainstream. At present, the theory of chemistry teaching is still the most widely used and recognized subject name by domestic scholars and normal universities at all levels.

As for the branch of chemistry teaching theory, although it has developed in recent years, as far as the subject name is concerned, it has not been unified and standardized. Taking the subject of "Chemical Experiment Teaching and Research" as an example, although it has gone through more than 20 years,

But up to now, it is still the development of many disciplines, such as chemical experiment teaching research, chemical experiment teaching theory, chemical experiment and teaching research in middle school, chemical teaching theory experiment and so on.

5.4 subject content expansion

The expansion of subject content is not only the core symbol of subject development, but also the premise and foundation of the formation and development of various branches of chemistry teaching theory.

1983

In, Mr. Li Jiayin, the first editor-in-chief of Chemistry Teaching and a professor at East China Normal University, advocated and took the lead in carrying out theoretical research on chemistry learning at the inaugural meeting and thesis report meeting of the Chemistry Teaching Research Association of China Education Society. Since then,

Some books on chemistry teaching methods or theories published in China began to set up a special chapter to discuss middle school chemistry learning theory or related issues [15]. Among them,

The Teaching Method of Chemistry in Middle School, published by Fujian Education Press 1984 and edited by Chen Fuyu, is the earliest textbook of chemistry learning theory in the author's works on chemistry teaching theory [16].

1986

In, the State Education Commission decided to reform the textbook editing system. According to the new editing and proofreading system, teaching materials are no longer edited and published by People's Education Publishing House alone, but are issued by the State Education Commission with unified basic requirements.

Encourage local and qualified experts and teachers to participate in the compilation of teaching materials, which can only be published and distributed after being examined and approved by the national primary and secondary school teaching materials examination and approval Committee [17]. In this regard,

The research on chemistry curriculum in the field of chemistry education in China has mushroomed, and the content of "chemistry curriculum theory" has been added to the subject system of chemistry teaching theory. In order to highlight the importance of chemistry curriculum research,

In recent years, some scholars have been advocating that "chemistry teaching theory" be renamed as "chemistry curriculum and teaching theory" to reflect the integrity of the discipline system of chemistry teaching theory.

1987 The textbook "Chemistry Teaching Method in Middle School" edited by Fan Jie, published by Higher Education Press, independently sets up "Research Methods of Chemistry Education" and "Basic Knowledge of Educational Statistics and Its Application in Chemistry Teaching and Research" for the first time.

Chapter [16]. The setting of these chapters further expands and enriches the subject content of chemistry teaching theory in China.

Since 1993, the Department of Chemistry of Beijing Normal University has taken the lead in setting up the teaching practice supporting course "Chemical Teaching Skills Training" in the whole country, and achieved excellent reform results.

It has had an important impact on the whole country. Since then, many normal universities have opened this course, which has comprehensively improved the teaching practice of the course of chemistry teaching theory [18].

. The subject system of chemistry teaching theory has also been further expanded by adding the related content of "chemistry teaching skills".

With the development of chemistry teachers (1995, Fan Jie, chapter 15), the professional development of chemistry teachers (2004, Liu Zhixin, chapter 10), chemistry teaching design (2003,

Tony Gunawan, chapter 6) and other contents are listed in the teaching materials of chemistry teaching theory. The quality analysis of chemistry teachers, teachers' professional development and chemistry teaching design have entered the research field of chemistry teaching theorists.

It has gradually become an important part of the subject content of chemistry teaching theory. This can be confirmed from the new edition of subject textbooks.

In short, with the eighth basic education curriculum reform and the gradual deepening of the implementation of the new curriculum in ordinary high schools and the rapid development of pedagogy, psychology, teaching theory, curriculum theory and other related disciplines,

The subject content of chemistry teaching theory in China is bound to "keep pace with the times" and be more systematic, scientific and rational.

5.5 Looking at the development of chemistry teaching theory from the perspective of external environment.

The establishment of chemistry education periodicals such as Chemistry Education, Chemistry Teaching, Chemistry Teaching Reference for Middle Schools and Chemistry Teaching and Learning, as well as the regular meetings of the Chemistry Teaching Professional Committee of the Chinese Education Society, the national chemistry teacher education seminar and the national exchange meeting on chemistry experiment teaching experience in middle schools, have provided a good external environment for the development of chemistry teaching theory. In addition,

At present, several chemical education research institutes have been established in China, which will certainly provide a better research platform for gathering talents and promoting the development of chemical teaching theory.