The mathematics curriculum ideas and objectives put forward in "Standards" play a guiding role in mathematics curriculum and teaching in compulsory education, and the selection of teaching content and the organization of teaching activities should follow these basic ideas and objectives. The curriculum objectives and content standards stipulated in the Standards are the basic requirements that students should meet in each compulsory education stage. "Standards" is the basis of textbook compilation, teaching, evaluation and examination proposition. In the process of implementation, we should follow the requirements of the standards, fully consider the development and personality differences of students in the learning process, and teach students in accordance with their aptitude. In order to make teachers better understand and master the relevant objectives and contents, and facilitate the design and organization of teaching activities, the standard provides some targeted cases for teachers to refer to in the implementation process.
Second, the design concept
Mathematics is a science that studies quantitative relations and spatial forms. Mathematics is closely related to human activities, especially with the rapid development of computer technology, mathematics is more widely used in all aspects of social production and daily life. Mathematics, as a scientific language and tool gradually formed by abstracting and generalizing objective phenomena, is not only the foundation of natural science and technical science, but also plays an increasingly important role in social science and humanities. Mathematics is an important part of human culture, and mathematics literacy is the basic literacy that every citizen in modern society must have. As an important part of promoting students' all-round development education, mathematics education, on the one hand, should enable students to master the mathematics knowledge and skills needed for modern life and study, on the other hand, it should give full play to the role of mathematics in cultivating people's scientific reasoning and innovative thinking.
Mathematics curriculum in compulsory education has the status of public foundation, so we should focus on improving students' comprehensive quality and promoting their all-round, sustained and harmonious development. Curriculum design should meet the needs of students' future life, work and study, enable students to master the necessary basic knowledge and skills of mathematics, develop students' abstract thinking and reasoning ability, cultivate students' awareness of application and innovation, and develop students' emotions, attitudes and values. It should conform to the characteristics of mathematical science itself and embody the spiritual essence of mathematical science; It should conform to students' cognitive laws and psychological characteristics, which is conducive to stimulating students' interest in learning; While presenting mathematical results as knowledge and skills, we should attach importance to students' existing experience and let students experience the process of abstracting mathematical problems from the actual background, establishing mathematical models, getting results and solving problems. Therefore, the basic concept and design idea of the standard are formulated.
Basic idea
Mathematics curriculum should be devoted to the realization of the training goal in compulsory education stage, reflecting the foundation, popularization and development. The mathematics curriculum in the compulsory education stage should be geared to all students, meet the needs of students' personality development, so that everyone can get a good mathematics education and different people can get different development in mathematics. The course content should not only reflect the needs of the society and the characteristics of mathematics, but also conform to the students' cognitive laws. It includes not only the conclusion of mathematics, but also the formation process of mathematical conclusion and mathematical thinking method. The content of the course should be close to students' life, which is conducive to students' experience, thinking and exploration. The organization of content should handle the relationship between process and result, between intuition and abstraction, and between life, situation and knowledge systematization. The presentation of course content should be hierarchical and diversified to meet students' different learning needs. Mathematics activity is a process of interaction between teachers and students. Effective mathematics teaching activities are the unity of teachers' teaching and students' learning, students are the main body of mathematics learning, and teachers are the organizers and guides of mathematics learning. Mathematics teaching activities must stimulate students' interest, arouse their enthusiasm and stimulate their thinking; Attention should be paid to cultivating students' good study habits and mastering effective learning methods. Students' learning should be a lively, active and personalized process. In addition to learning, hands-on practice, independent exploration and cooperative communication are also important ways of mathematics learning. Students should have enough time and space to experience activities such as observation, experiment, guessing, verification, reasoning, calculation and proof. Teachers' teaching should be based on students' cognitive development level and the experience of beneficial friends, face all students, pay attention to heuristics and teach students in accordance with their aptitude, and provide students with sufficient opportunities for mathematics activities. We should properly handle the relationship between teachers' teaching and students' autonomous learning, take effective measures to inspire students to think, guide students to explore independently, and encourage students to cooperate and exchange, so that students can truly understand and master basic mathematical knowledge and skills, mathematical ideas and methods, get necessary mathematical thinking training, and gain rich experience in mathematical activities. The main purpose of learning evaluation is to fully understand the process and results of students' mathematics learning, stimulate students' learning and improve teachers' teaching. An evaluation system with multiple evaluation objectives and methods should be established. Evaluation should pay attention to students' learning results and learning process; We should pay attention to students' mathematics learning level and their emotions and attitudes in mathematics activities, so as to help students know themselves and try their best to be confident. The development of information technology has a great influence on the value, goal, content and teaching methods of mathematics education. The design and implementation of mathematics curriculum should use modern information technology reasonably according to the actual situation, and pay attention to the organic combination of information technology and curriculum content. We should fully consider the influence and advantages of calculators and computers on the contents and methods of mathematics learning, vigorously develop and provide students with rich learning resources, take modern information technology as a powerful tool for students to learn mathematics and solve problems, and devote ourselves to changing students' learning methods so that students are willing and have more energy to devote themselves to realistic and exploratory mathematics activities.
Third, the design ideas
(1) About the learning period
In order to reflect the integrity of compulsory education mathematics curriculum, the standard considers the curriculum content of nine years. At the same time, according to the physiological and psychological characteristics of children's development, the nine-year study time is divided into three stages: the first stage (1-3 grade), the second stage (4-6 grade) and the third stage (7-9 grade). Design concept
(2) As for the goal, the Standard puts forward the overall goal and sub-learning goal of mathematics curriculum in compulsory education stage, and expounds it in detail from four aspects: knowledge and skills, mathematical thinking, problem solving and emotional attitude. The standard uses cognitive target verbs such as "know (know), understand, master and use" to express different levels of knowledge and skill goals. A "basic idea", mathematics learning must attach importance to the process, and the standard "quasi" uses cognitive process verbs such as "experience (feeling), experience (experience) and exploration" to express different levels of learning activities. These verbs are used to describe the specific goals of the above four aspects more accurately. In the standard, the specific meanings of these verbs are as follows. Understand: to understand or explain the relevant characteristics of the object from specific examples; According to the characteristics of objects, identify or illustrate objects from specific situations. Understanding: describe the characteristics and origin of an object, and explain the difference and connection between this object and related objects. Mastery: On the basis of understanding, use objects in new situations. Use: Choose or create a suitable method with the objects you have mastered. Experience (feeling): Get some perceptual knowledge in specific mathematical activities. Experience: participate in specific mathematical activities, know or verify the characteristics of objects, and gain experience (): test. Inquiry: participate in specific mathematical activities independently or in cooperation with others, discover the characteristics of the object and its differences and connections with related objects, and gain rational understanding.
Does the music curriculum standard of full-time compulsory education belong to books? Encourage music creation seventh, understand multiculturalism tenth, advocate subject synthesis eighth, take music aesthetics as the core second, attach importance to music practice sixth, take hobbies as the driving force third, face all students fourth, pay attention to personality development fifth, and promote national music ninth.
What is the physics curriculum standard of full-time compulsory education? The first part is the preface.
Since the 20th century, physical science has made great achievements in the exploration of cosmology, macro-world and micro-world, which has greatly promoted the development of science and technology and social progress, changed people's concepts and lifestyles, and led the arrival of the information age. Nowadays, the globalization of knowledge economy and the high enjoyment of information pose new challenges to education, such as the renewal of educational concepts, the expansion of knowledge fields, and the increasing demand for the cultivation of citizens' comprehensive ability. Middle school physics education is duty-bound to shoulder the mission of improving citizens' scientific literacy, enhancing citizens' coping ability to adapt to social development, and cultivating citizens' innovative ability and innovative spirit.
Therefore, the Physics Curriculum Standard for Full-time Compulsory Education (hereinafter referred to as the Standard) pays more attention to the all-round development of students, the needs of students as ordinary citizens to meet future social challenges, the improvement of students' ability to analyze and solve problems, the technical application of physical science and the social problems brought about by the development of the times. The standard defines the requirements that middle school students should meet after learning physics in compulsory education.
First of all, the nature of the course
From ancient natural philosophy to17-18th century classical physics, and then to modern relativity and quantum theory, it embodies the continuous exploration of nature by human beings and the scientific thoughts, methods, attitudes and spirit of explorers. As a leading discipline, physics has been leading the development of science and technology and its application, affecting the development of people's thinking mode and the improvement of citizens' scientific literacy in many ways.
As a part of science education, physics course in compulsory education stage is a basic course of natural science with the goal of improving all students' scientific literacy. At this stage, physics curriculum should not only pay attention to the imparting of scientific knowledge and the cultivation of skills, but also pay attention to the achievements of physical science and its influence on human civilization, and pay attention to the cultivation of students' lifelong learning desire, scientific inquiry ability, innovative consciousness, scientific attitude and scientific spirit.
Second, the basic concepts of the curriculum
1. Facing all students and improving their scientific literacy.
Based on students' lifelong development, aiming at improving all students' scientific literacy, providing equal opportunities for each student's learning and development, paying attention to students' individual differences and developing each student's scientific learning potential.
2. From life to physics, from physics to society.
Close to students' life, in line with students' cognitive characteristics, stimulate and maintain students' interest in learning, enable students to master the basic knowledge and skills of physics through study and exploration, and apply them to life and production practice, laying a foundation for future study, life and work.
3. Pay attention to the infiltration of disciplines and care about the development of science and technology.
Pay attention to the connection, intersection and infiltration of knowledge between different disciplines, as well as the reference and transplantation of research methods, so that students can understand the interconnection of natural things, care about the new progress of science and technology, pay attention to the influence of scientific and technological development on social progress, and gradually establish a scientific world outlook.
4. Pay attention to scientific inquiry and advocate diversification of teaching methods.
In teaching, we should pay attention to the use of inquiry teaching methods, so that students can experience the process of scientific inquiry, learn scientific research methods, and cultivate students' exploration spirit, practical ability and innovative consciousness. At the same time, it advocates the diversification of teaching methods and encourages the integration of information technology and physics teaching.
5. Pay attention to reform-oriented evaluation and promote students' sustainable development.
Under the guidance of the new evaluation concept, we should construct a diversified and developmental evaluation system, pay attention to the combination of process evaluation and summative evaluation, and combine developmental evaluation and differential evaluation to promote the improvement of students' scientific literacy, the continuous progress of teachers and the gradual improvement of physics courses.
Third, the curriculum design ideas
The 1. standard follows China's educational policy, the guiding ideology of the Outline of Basic Education Curriculum Reform (Trial) and the requirements of the full-time compulsory education curriculum plan. According to the development characteristics of middle school students, it takes the overall improvement of middle school students' scientific literacy as the basic orientation of physics curriculum goal design, and on this basis, it stipulates the basic learning requirements for all students.
2. The Standard inherits the fine tradition of physics curriculum in middle schools in China. According to the goal orientation of physics course in compulsory education, the basic concept of physics course in compulsory education is formed from the aspects of course purpose, course content, course implementation and course evaluation, and the corresponding training objectives of physics course in compulsory education are put forward from the aspects of knowledge and skills, process and methods, emotional attitude and values.
3. The "content standard" in the standard consists of scientific inquiry and scientific content, in which scientific inquiry includes such elements as asking questions, guessing and assuming, designing experiments and making plans, conducting experiments and collecting evidence, analyzing and demonstrating, evaluating, expressing and communicating. These elements should be flexibly infiltrated into all aspects of the teaching process. Incorporating scientific inquiry into Content Standard aims at strengthening the cultivation of students' scientific literacy.
4. The scientific content in the content standard takes "matter", "movement and interaction" and "energy" as the first-level themes respectively, and puts forward requirements for the physical content that middle school students should master. Under each first-level theme, several second-level themes are divided, and under each second-level theme, several third-level themes are listed. Each three-level theme is a specific requirement for all students, and these three-level themes flexibly integrate curriculum objectives such as "knowledge and skills", "process and method" and "emotional attitude and values".
5. In order to further penetrate the basic concepts and objectives of the course into the Content Standard, examples and activity suggestions are added to the scientific content, which are not mandatory, mainly to help teachers understand the specific meaning of the three-level theme in the scientific content.
The second part of the curriculum objectives
First, the overall goal
The general goal of physics course in compulsory education stage is to improve students' scientific literacy and let students:
L Learn the basic physical knowledge and methods necessary for lifelong development, develop good thinking habits, and try to use scientific knowledge and research methods when analyzing, solving or making decisions;
Experienced in the process of scientific inquiry, have preliminary scientific inquiry ability, be willing to participate in activities related to science and technology, and have the consciousness of improving efficiency in practice;
L Maintain interest and enthusiasm in exploring science, generate excitement and sense of achievement in the process of knowing and understanding nature, be able to think independently, dare to question, and cultivate a scientific attitude and spirit of respecting facts and daring to innovate;
I care about the development of science and technology, have the consciousness of environmental protection and sustainable development, establish a correct view of science, and have a sense of mission and responsibility to revitalize China and serve science for mankind.
Second, sub-goals.
Knowledge and skills
1. Understand the form and change of matter, the nature of matter, the structure of matter and the scale of objects, new materials and their applications, and pay attention to resource utilization and environmental protection;
2. Understand various forms of movement, mechanical movement and force, sound and light, electricity and magnetism, and understand the application of the common law of movement and interaction in nature in life and production;
3. Understand energy, energy conversion and transmission, mechanical energy, internal energy, electromagnetic energy, energy conservation, energy and sustainable development, understand the development and application of new energy, and pay attention to energy utilization and sustainable development.
4. Understand the general course of the development of physics and related technologies, the deeds and achievements of some important physicists, and some important physical experiments in history and their influence on scientific progress and social development;
5. Have preliminary experimental operation skills, use simple experimental instruments, measure some basic physical quantities, have safety awareness, know simple data recording and processing methods, describe experimental results with simple charts, and write simple experimental reports.
(2) Process and method
1. Having experienced the process of observing physical phenomena, I can simply describe the main characteristics of the observed physical phenomena, find problems in observation and learning, and have the ability of preliminary observation and questioning;
2. By participating in scientific inquiry activities, learn to make simple scientific inquiry plans and experimental schemes, have the consciousness of controlling experimental conditions, be able to collect information through different channels, be able to collect data through experiments, and have preliminary information collection ability;
3. Have rich experience in information processing, have the consciousness of judging the validity and objectivity of information, learn to analyze and summarize the laws from the collected information, try to explain the conclusions drawn from investigation or experimental data, and have the ability of preliminary analysis and generalization;
4. Be able to express your views in written or oral form, be able to communicate with others, have the consciousness of self-reflection and listening to feedback, have the initial ability of information exchange and the consciousness of continuous improvement;
By learning physics knowledge, we can gradually develop and use different channels to collect information and explore through experiments. 5. By learning physics knowledge, improve the ability of analyzing and solving problems, gradually develop the ability of self-study, learn the research methods of physicists in scientific exploration, and try to apply scientific research methods in solving problems.
Emotional attitudes and values
1. I am interested in learning physics, curious about science, curious about nature, willing to explore nature, appreciate the beauty and harmony of nature, and have close, loving and harmonious feelings for nature;
2. Have the consciousness of applying science and technology to daily life and social practice, be willing to explore the physical principles in daily necessities or new products, and participate in scientific practice activities such as observation, experiment, production and investigation;
3. Have the confidence and determination to overcome difficulties, try to analyze the causes of failure, sum up successful experiences, and experience the joy of overcoming difficulties and solving physical problems;
4. Cultivate a scientific attitude of seeking truth from facts and respecting the laws of nature, do not believe in authority, be brave in innovation, have a preliminary sense of judging whether mass media information conforms to the laws of science, have a sense of communicating with others, dare to put forward different opinions from others, and dare to give up or correct incorrect opinions;
5. Have a preliminary understanding of the influence of science and technology on social development, natural environment and human life, have the consciousness of protecting the environment and sustainable development, be able to contribute to the sustainable development of society within the scope of personal ability, have the consciousness of serving mankind scientifically, love the motherland, and have the sense of mission and responsibility to revitalize China.
Part III Content Standards
; The form of continuous quality and its improvement, mastering the situation of solving practical problems "and" emotion and content standard "stipulate the basic learning content and basic requirements of physics courses in compulsory education stage.
The "content standard" consists of two parts: scientific inquiry and scientific content, in which the scientific content includes three parts: matter, movement and interaction, and energy.
The sample in "Content Standards" is a toolkit to further explain and expand the standards, while activity suggestions provide teachers with examples of teaching activities.
First, scientific inquiry.
In the Standard, scientific inquiry is not only the learning goal of students, but also an important teaching method. Incorporating scientific inquiry into the Content Standard aims to enable students to experience the inquiry process similar to that of scientists, actively acquire physical knowledge and skills, understand scientific inquiry methods, develop scientific inquiry ability, experience the fun of scientific inquiry, and cultivate a scientific attitude of seeking truth from facts and innovative exploration spirit.
There are various forms of scientific inquiry, and its elements are: asking questions, guessing and assuming, designing experiments and making plans, conducting experiments and collecting evidence, analyzing and demonstrating, evaluating, expressing and communicating. In students' scientific inquiry, the inquiry process can involve all elements or only some elements. Scientific inquiry should permeate all aspects of textbooks and teaching process.
In the study of compulsory education physics course, the basic requirements for students' scientific inquiry ability are mainly reflected in the following aspects.
Elements of scientific inquiry
Basic requirements of scientific inquiry ability
raise a question
● Be able to find problems related to physics from daily life, natural phenomena or experimental observation;
● Be able to express the problems found in writing or orally;
● Understand the significance of finding and asking questions in scientific inquiry.
Conjectures and assumptions
According to experience and existing knowledge, try to guess the cause of the problem;
● Speculate and assume the inquiry direction and possible inquiry results;
● Understand the significance of conjecture and hypothesis in scientific inquiry.
Design an experiment and make a plan
● Clarify the purpose of inquiry and existing conditions;
Try to consider the main factors affecting the problem and have the consciousness of controlling variables;
Experience the process of designing experiments and making plans, and try to choose scientific inquiry methods, needed equipment and design inquiry steps;
● Understand the significance of designing experiments and making plans in scientific inquiry.
Conduct experiments and collect evidence
● Be able to collect evidence through observation, experiment and public information resources;
● Be able to read the instructions of simple instruments and operate as required;
● Be able to conduct experiments with simple instruments and correctly record experimental data;
● Have the awareness of safe operation;
● Understand the significance of conducting experiments and collecting evidence in scientific inquiry.
Analysis and demonstration
● Be able to properly sort out the collected information;
● Able to conduct simple analysis and reasoning;
Try to describe and explain the results of inquiry, and experience the process of inducing scientific laws from physical phenomena and experiments;
Understand the significance of analysis and demonstration in scientific inquiry.
estimate
● Have a sense of evaluating the scientific nature of the inquiry process;
● Have the awareness of evaluating the rationality of query results;
● Be able to pay attention to new problems arising in inquiry activities;
● Understand the significance of evaluation in scientific inquiry.
Expression and communication
● Have the consciousness of accurately expressing their views, and be able to express the questions, processes and results asked;
● Dare to express your opinions and be good at listening to others' opinions;
● Understand the significance of expression and communication in scientific inquiry.
Second, scientific content.
The scientific content of this standard is divided into three parts: matter, motion and interaction, and energy. The following table is the first-level theme and the second-level theme of scientific content in the content standard. This presentation does not represent the structure or teaching order of textbooks. Textbook writers can write textbooks with different characteristics according to standards.
The examples and activity suggestions in the Content Standard are not prescribed teaching contents, so teachers can choose from them or carry out other more practical teaching activities in combination with local conditions.
Physics is a science based on experiments. In the compulsory education stage, students should go through the process of scientific inquiry, gradually learn the laws of physics, construct physical concepts, learn scientific methods and establish a scientific world outlook through observation, operation and experience.
First-level theme
Secondary theme
1.matter
1. 1 Morphology and changes of substances
1.2 properties of substances
1.3 Structure of matter and scale of object
1.4 new materials and their applications
2. Exercise and interaction
2. 1 Various forms of exercise
2.2 Mechanical Motion and Force
2.3 Sound and lighting
2.4 electricity and magnetism
Step 3 be energetic
3. 1 energy, energy conversion and transfer
3.2 mechanical energy
3.3 Internal energy
3.4 electromagnetic energy
3.5 Conservation of energy
3.6 Energy and sustainable development
1.matter
All kinds of objects, particles and fields exist in different forms. The scientific content involved in this theme is closely related to daily life and natural phenomena, and is connected with the frontier of scientific and technological development. Learning these contents can not only help students to further understand the material world on the basis of primary school science curriculum, but also help them to establish a correct view of science.
This part can be roughly divided into three categories. The first kind is a preliminary understanding of the materials around you, and attention should be paid to connecting with students' life when teaching; The second category is the preliminary understanding of material structure and object scale. Because students lack direct experience, we should pay attention to the application of scientific methods. The third category is related to the booming material science, and attention should be paid to the relationship between science, technology and society in teaching.
"Matter" is divided into the following four sub-themes:
Forms and changes of matter
ties of matter
The structure of matter and the scale of objects
New materials and their applications
1. 1 Morphology and changes of substances
Content standard:
1. 1. 1 describes the basic characteristics of solids, liquids and gases. List substances in different states in nature and daily life and their applications.
1. 1.2 Name the common temperature values in the living environment. Understand the working principle of liquid thermometer and measure the temperature with ordinary thermometer. Try to express my views on the problem of ambient temperature.
Example 1. Observe the common thermometers in life and understand their usage and temperature measuring range.
Example 2. Try to express my views on the greenhouse effect and the heat island effect.
1. 1.3 has gone through the experimental process of state change, knowing the melting point, freezing point and boiling point of substances, and understanding the phenomena of heat absorption and heat release in the process of state change. We can use the knowledge of state change to explain the related phenomena in life and nature.
Example 3. Explain the phenomena of ice melting and water boiling with the knowledge of state change.
1. 1.4 can be used to explain some water cycle phenomena in nature. Understand the situation of water resources in China and the local area, and have the consciousness of caring for the environment and saving water.
Investigate the pollution of local water resources and put forward some suggestions to control water pollution.
Activity suggestion:
1. Investigate the water consumption of schools and families and design water-saving schemes for schools or families.
2. Observe and explore the phenomenon of state change in the refrigerator, and write an inquiry report.
3. Investigate the utilization of local water resources and put forward their own opinions on the utilization of local water resources.
4. Investigate the main methods of local farmland irrigation and understand the water-saving irrigation technology.
1.2 properties of substances
Content standard:
1.2. 1 Through experiments, we can understand some physical properties of substances, such as elasticity, magnetism, electrical conductivity and thermal conductivity, and describe these physical properties with words, characters or charts.
Example 1. Understand the elasticity of metal or plastic through experiments. Give examples of applying flexibility in life.
Example 2. Through experiments, we can understand the magnetism and magnetization of matter and investigate the use of magnetic materials in life.
Example 3. Through experiments, we can understand the conductivity of substances and compare the conductivity of conductors, semiconductors and insulators.
1.2.2 Know the meaning of quality. The mass of solids and liquids will be measured.
Example 4. We can estimate the mass of common objects by naming some objects with the mass of several grams, dozens of grams, hundreds of grams and several kilograms respectively.
1.2.3 Understand the density through experiments. The density of solids and liquids will be measured. It can explain some physical phenomena related to density in life.
1.2.4 understand the influence of human research on material properties on daily life and scientific and technological progress.
Example 5. Collect information about the study of material characteristics from the school database or the Internet.
Activity suggestion:
1. Make a compass with a magnet and several sewing needles to verify the phenomenon that like-sex repel and opposite-sex attract.
2. Measure the density of some solids and liquids. For example, students can design a scheme to measure the density of daily necessities such as soy sauce, cooking oil, vinegar, salt, plastic products, soap or milk.
3. Investigate some daily necessities in life to find out the physical properties of the substances they use.
What are the requirements of Music Curriculum Standards for Full-time Compulsory Education for music teaching? Music curriculum standards not only clarify the spirit and direction of music education reform, but also elaborate curriculum objectives, content standards and factual suggestions. It fully embodies the aesthetic, interactive, practical, comprehensive, creative and humanistic nature of the new curriculum, and also clarifies the role orientation of music teachers in primary and secondary schools in the future. Firstly, music teachers are the disseminators of culture; secondly, music teachers are an important part of curriculum resources; thirdly, music teachers are the organizers of classes and disseminators of knowledge and skills.
When was the geography curriculum standard for full-time compulsory education promulgated? 200 1 The Ministry of Education promulgated the Geography Curriculum Standard for Full-time Compulsory Education (Experimental Draft).
Which publishing house determined the Mathematics Curriculum Standard for Full-time Compulsory Education (Revised Edition), People's Education Publishing House?
20 1 1 In what year did the Ministry of Education issue the science curriculum standards for full-time compulsory education?
Through the study of science courses, we can understand simple scientific knowledge related to common things around us and apply it to daily life, and gradually develop scientific behavior habits and living habits; Understand the process and method of scientific inquiry, try to apply it to scientific inquiry activities, and gradually learn to look at and think about problems scientifically; Maintain and develop curiosity and thirst for knowledge about the surrounding world, form a scientific attitude of bold imagination, respect for evidence and courage to innovate, as well as feelings of loving science, hometown and motherland; Be close to nature, appreciate nature, cherish life, actively participate in resource and environmental protection, and care about the new development of science and technology.
What is the standard teacher's reader of chemistry curriculum in full-time compulsory education? 1) Modification of basic concepts: 1. Interpretation of mathematics. Experimental draft: Mathematics is a process in which people qualitatively grasp and quantitatively describe the objective world, gradually abstract and generalize, form methods and theories, and widely apply them. Revised draft: Mathematics is a science that studies quantitative relations and spatial forms.
What are the teaching suggestions for junior high school chemistry teaching in the "teaching suggestions" part of the compulsory education chemistry curriculum standard? 12. Compulsory education refers to bringing higher education into the scope of compulsory education. The implementation of 12 compulsory education has also been tried in other areas, mainly in coastal and other developed areas. CPPCC members suggested popularizing 12 social compulsory education. Those who agree that the machine is mature and the basic conditions have been demonstrated.
It is recommended to check the information.
I feel that the problem is not very clear.
When is the chemistry curriculum standard (experimental draft) for full-time compulsory education? In 2007