The Application of Scientific Classification Method and Its Value in Chemistry Education
Science Journal of Education
Volume 4, Issue 6, December 2016, Pages: 181-185
Received: Sep. 30, 2016;
Accepted: Oct. 11, 2016;
Published: Nov. 16, 2016
Views 3275 Downloads 99
Chengyin Yang, School of Chemistry & Chemical Engineering, Shaanxi Normal University, Xi'an, China
Xueqing Shen, School of Chemistry & Chemical Engineering, Shaanxi Normal University, Xi'an, China
Sixin Li, School of Chemistry & Chemical Engineering, Shaanxi Normal University, Xi'an, China
The promotion of basic education curriculum reform makes teachers gradually focus on all aspects of the development of students including the mastery of knowledge, learning process and method and developing emotional attitudes and values. The classification method and its thought are significant in secondary school chemistry. However, it doesn’t show its real value in the reality of teaching. From the perspective of the professional development of chemistry teachers in secondary school, this paper elaborates that teachers should be conscious of comprehensive and systematic chemical classification learning, since requiring students to master the knowledge of the classification and its results is far from enough. The classification is fully understood from the classification of ontology, values and application values (taking chemistry for example). Teachers can consciously penetrate classification method and its thought to students after tracing the source knowledge of classification. Even if there is no text provision expressly to stipulate how important classification is. Ultimately, objective of process and method can be implemented.
The Application of Scientific Classification Method and Its Value in Chemistry Education, Science Journal of Education.
Vol. 4, No. 6,
2016, pp. 181-185.
Copyright © 2016 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/
) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Ministry of Education of the People's Republic of China (2011). The Compulsory Educational Chemistry Curriculum Criterion (2011Edition). Beijing: People's Education Press.
Wang, Z. &Wang, L. (2012). Understanding the Compulsory Educational Chemistry Curriculum Criterion (2011Edition). Beijing: Higher Education Press, pp. 213.
Ministry of Education of the People's Republic of China (2003). Chemistry Curriculum Criterion of Ordinary Senior High School (experiment). Beijing: People's Education Press.
Wang, P., Yang, C. &Tan, X. (2013). An empirical study on the teaching of material knowledge based on the concept of classification. Chinese Journal of Chemical Education, 34(01), 32-34+41.
Zhi, Y., Wang, L., & Zhang, R., et al. (2012). The function value analysis and teaching realization of "material classification" to promote the study of the inorganic nature of high school students. Chinese Journal of Chemical Education, 33(04), 28-35.
Chen, M. (1985). Seeing the germination of Chinese ancient logic thought and the establishment of the logical science from the perspective of the development of the concept of the class, mean while discussing with Wu, J. Social Sciences in China, 04, 117-127.
Zhou, Y. (1980). On the properties and form of The Mohism's ‘provide causes with reasons'. Journal of Sichuan University (philosophy and social science edition), 04:50-58.
Yong, Q. (2007). The logic (fourth edition). Beijing: China University of Law Press, pp. 24-29.
Shi, Y. (2014). Type-Logical Thinking and Type-Logical Thinking in Ancient Chinese Medicine. Yanshan University.
Sun, Y. (2015). The Evolution and Sublimation of the Logical Relationship between the Classification Thought and the Scientific Research. Science and Technology Management Research, 35(01), 242-246.
Xu, G. (1984). Classification methods in scientific research and molecular classification. University Chemistry, 04, 68-70+67.
Deng, M. (2014). Unscientific classification on New curriculum Style. Journal of Teaching and Management, 34, 83-84.
Xu, G. (2010). Sixteen methods of scientific research innovation. China Awards for Science and Technology, 10, 23-25.
Xu, G. (2004). My Understanding of Quality Education. University Chemistry, 19(03), 1-8.
Liu, W., Ren, Z. &Qin, C. (2004). The Mechanism, Ability and Regulation of University Interdisciplinary. Academic Degrees & Graduate Education, 02, 8-12.
Huang, R. &Wu, X. (2008). Milestones in Chemistry. Beijing: Oriental Press, pp. 15-17.
Xu, G., Wang, W. & Wu, J. (1984). Principles of Extraction Chemistry. Shanghai: Shanghai Science and Technology Press, pp. 4.
Carl Schorlemmer (1978). The Production and Development of Organic Chemistry. Trans. Pan, J., Beijing: Science Press, pp. 54.