Grade 11 Chemistry. Learning Exploration Diagnosis

Author: Gong Xihua
Editor-in-Chief:
Publisher:
Publish Date: 2005-02-01
Features:
1. A brand-new teaching and learning material set, the "Learning·Exploration·Diagnosis Series," has made its debut at the beginning of the new academic year and will be introduced to first-year high school students. It will accompany students throughout their three years of study, assisting and guiding their learning, guiding them to explore the vast ocean of knowledge, diagnosing and correcting their cognitive processes, and gradually cultivating and enhancing their innovative spirit and practical abilities.
2. The new edition of the "Learning·Exploration·Diagnosis Series" is a completely redesigned and rewritten version based on the previous "Target Test for Middle School Subjects." The "Target Test for Middle School Subjects" was the fruit of a key project during the "Nineth Five-Year Plan" period in Beijing titled "Formulation, Implementation, and Evaluation of Target Competency Goals for Middle School Subjects," which has now been successfully completed and awarded the Fourth "Hu Chunan Outstanding Teaching Achievement Award" by Beijing. The use of the "Target Test for Middle School Subjects" has made outstanding contributions to promoting teaching reform and improving teaching quality.
3. Based on the research of the "Nineth Five-Year Plan" project, the Middle School Teaching and Research Center of the Xicheng District Education and Research Center of Beijing has applied for the "Tenth Five-Year Plan" educational research project of Beijing titled "Research on the Implementation and Management of the New Curriculum in Middle Schools," in which the compilation of the "Learning·Exploration·Diagnosis Series" will serve as a phased achievement of this project.
4. Curriculum reform, examination reform, and evaluation reform have questioned and challenged traditional teaching and learning methods. For years, our education, intentionally or unintentionally, has overlooked the subject of learning and ignored the principle that "teaching is for learning to teach itself." We often address the contradictions between teaching and learning, teaching and testing, and teaching and knowledge from the perspective of imparting and acquiring knowledge. The starting point and endpoint of teaching and learning are both knowledge, and the driving force behind teaching and learning is also knowledge. In this way, "teaching" has become centered on imparting knowledge, and "learning" has become centered on acquiring knowledge. This teaching philosophy centered on imparting knowledge has led to stagnation or even rigidity in our teaching content and methods. There is nothing wrong with pursuing knowledge itself, and from a logical perspective, the existence and growth of knowledge are necessary conditions for the development of various abilities. The issue lies in how to acquire knowledge and how to enhance students' innovative spirit and practical abilities while acquiring knowledge.
5. Learning consists of two aspects: one is "learning," which involves inheriting and developing traditional knowledge, capturing and acquiring new knowledge and information. The other is "practicing," which involves applying existing knowledge to analyze and solve problems. Practicing is the process of experiencing and appreciating the use of existing knowledge to analyze and solve problems; practicing is the process of experiencing the charm and power of knowledge. Confucius said, "Is it not a joy to learn and frequently practice it?" He was speaking of the joy and pleasure of practicing. In this sense, we need to change our teaching and examination methods.
6. While teachers must impart knowledge to students, their primary task is to teach students how to learn, teaching them how to learn. "Giving a fish is not as good as teaching how to fish." The teacher's role is to provide a platform for students to showcase their talents and personalities on this platform, allowing their abilities, personalities, and potential to develop positively and healthily.
7. The "Learning·Exploration·Diagnosis Series" is a comprehensive teaching material set, not just a simple exercise book. Its main content includes learning objectives, learning method guidance, practical activities, learning expansion, and learning diagnosis. The purpose is to guide students to perfect their learning goal system and learning methods, emphasizing not only the cognitive process but also the experiential process of acquiring knowledge. The content of the "Learning·Exploration·Diagnosis Series" reflects the basic requirements of each grade and subject while also providing ideas and methods for subject-based expansion learning, offering a basis for diagnosing students' learning progress.
8. The "Learning·Exploration·Diagnosis Series" was jointly compiled by the leading educators and key teaching staff of various subjects in the Middle School Teaching and Research Center of the Xicheng District of Beijing. It will be implemented starting from the first and first-year high school levels, with a three-year rolling cycle, making this series a truly scientific and practical learning resource. We welcome criticism and suggestions from teachers, students, and peers.