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Introduction In recent years, the number of students choosing to study chemistry at university has substantially decreased (van Driel 2005; Bennett et al. 2005; Schwartz 2006; Gilbert 2006; King 2007). However, some efforts on the context- based approach have gradually been changing this declin- ing trend to ascending one. But some of the problems facing chemistry education are still available: the chemistry curricula are overloaded with content (Gilbert 2006; Pilot and Bulte 2006a), the weak linkage between real life and scientific knowledge (Gilbert 2006; Demirciog˘lu et al. 2009; Stolk et al. 2009a), students’ difficulties in trans- ferring chemical knowledge to different contexts (Gilbert 2006), a failure to see the reasons for studying chemistry (Gilbert 2006; Demirciog˘lu et al. 2009; Stolk et al. 2009b), chemistry curricula that are isolated from society and the learner (Stolk et al. 2009a), the passive involvement of students in the learning process (Stolk et al. 2009a), the failure to inculcate scientific literacy between students who will not continue to study the subject (Gilbert 2006), and a predominantly traditional chemistry education emphasiz- ing the memorization of facts, theories and rules (Stolk et al. 2009a). |
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至尊木虫 (职业作家)
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| 自从2005以来，在大学里选择化学专业的学生越来越少。然而，我们做了一些努力使得这种减少的趋势逐渐得到扼制。但是化学教育中存在的一些问题依然存在，比如课程计划繁重，与现实联系少，与其它学科交叉少等。但是让我们看一下这些原因，可以发现，化学课程计划与社会脱离，而且对于每个学习者而言不可同日而语，同时传统化学重视理论和规则的记忆，给我们的学习带来很大困扰。 |
2楼2012-04-18 17:47:12
