The Application of Scientific Classification Method and Its Value in Chemistry Education

Chengyin Yang; Xueqing Shen; Sixin Li

doi:doi:10.11648/j.sjedu.20160406.13

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The Application of Scientific Classification Method and Its Value in Chemistry Education

Chengyin Yang, Xueqing Shen, Sixin Li

Published in Science Journal of Education (Volume 4, Issue 6)

Received: 30 September 2016 Accepted: 11 October 2016 Published: 16 November 2016

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Abstract

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.

Published in	Science Journal of Education (Volume 4, Issue 6)
DOI	10.11648/j.sjedu.20160406.13
Page(s)	181-185
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2016. Published by Science Publishing Group

Keywords

Classification, Classification Method, Chemical Classification, Chemistry Teaching, Secondary School Chemistry Teachers, Teacher Professional Development

References

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[2]	Wang, Z. &Wang, L. (2012). Understanding the Compulsory Educational Chemistry Curriculum Criterion (2011Edition). Beijing: Higher Education Press, pp. 213.
[3]	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.
[4]	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.
[5]	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.
[6]	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.
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[9]	Shi, Y. (2014). Type-Logical Thinking and Type-Logical Thinking in Ancient Chinese Medicine. Yanshan University.
[10]	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.
[11]	Xu, G. (1984). Classification methods in scientific research and molecular classification. University Chemistry, 04, 68-70+67.
[12]	Deng, M. (2014). Unscientific classification on New curriculum Style. Journal of Teaching and Management, 34, 83-84.
[13]	Xu, G. (2010). Sixteen methods of scientific research innovation. China Awards for Science and Technology, 10, 23-25.
[14]	Xu, G. (2004). My Understanding of Quality Education. University Chemistry, 19(03), 1-8.
[15]	Liu, W., Ren, Z. &Qin, C. (2004). The Mechanism, Ability and Regulation of University Interdisciplinary. Academic Degrees & Graduate Education, 02, 8-12.
[16]	Huang, R. &Wu, X. (2008). Milestones in Chemistry. Beijing: Oriental Press, pp. 15-17.
[17]	Xu, G., Wang, W. & Wu, J. (1984). Principles of Extraction Chemistry. Shanghai: Shanghai Science and Technology Press, pp. 4.
[18]	Carl Schorlemmer (1978). The Production and Development of Organic Chemistry. Trans. Pan, J., Beijing: Science Press, pp. 54.

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Chengyin Yang, Xueqing Shen, Sixin Li. (2016). The Application of Scientific Classification Method and Its Value in Chemistry Education. Science Journal of Education, 4(6), 181-185. https://doi.org/10.11648/j.sjedu.20160406.13

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Chengyin Yang; Xueqing Shen; Sixin Li. The Application of Scientific Classification Method and Its Value in Chemistry Education. Sci. J. Educ. 2016, 4(6), 181-185. doi: 10.11648/j.sjedu.20160406.13

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AMA Style

Chengyin Yang, Xueqing Shen, Sixin Li. The Application of Scientific Classification Method and Its Value in Chemistry Education. Sci J Educ. 2016;4(6):181-185. doi: 10.11648/j.sjedu.20160406.13

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@article{10.11648/j.sjedu.20160406.13,
  author = {Chengyin Yang and Xueqing Shen and Sixin Li},
  title = {The Application of Scientific Classification Method and Its Value in Chemistry Education},
  journal = {Science Journal of Education},
  volume = {4},
  number = {6},
  pages = {181-185},
  doi = {10.11648/j.sjedu.20160406.13},
  url = {https://doi.org/10.11648/j.sjedu.20160406.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.sjedu.20160406.13},
  abstract = {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.},
 year = {2016}
}

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TY  - JOUR
T1  - The Application of Scientific Classification Method and Its Value in Chemistry Education
AU  - Chengyin Yang
AU  - Xueqing Shen
AU  - Sixin Li
Y1  - 2016/11/16
PY  - 2016
N1  - https://doi.org/10.11648/j.sjedu.20160406.13
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T2  - Science Journal of Education
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JO  - Science Journal of Education
SP  - 181
EP  - 185
PB  - Science Publishing Group
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UR  - https://doi.org/10.11648/j.sjedu.20160406.13
AB  - 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.
VL  - 4
IS  - 6
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Author Information

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

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APA Style

Chengyin Yang, Xueqing Shen, Sixin Li. (2016). The Application of Scientific Classification Method and Its Value in Chemistry Education. Science Journal of Education, 4(6), 181-185. https://doi.org/10.11648/j.sjedu.20160406.13

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ACS Style

Chengyin Yang; Xueqing Shen; Sixin Li. The Application of Scientific Classification Method and Its Value in Chemistry Education. Sci. J. Educ. 2016, 4(6), 181-185. doi: 10.11648/j.sjedu.20160406.13

Copy | Download

AMA Style

Chengyin Yang, Xueqing Shen, Sixin Li. The Application of Scientific Classification Method and Its Value in Chemistry Education. Sci J Educ. 2016;4(6):181-185. doi: 10.11648/j.sjedu.20160406.13

Copy | Download

@article{10.11648/j.sjedu.20160406.13,
  author = {Chengyin Yang and Xueqing Shen and Sixin Li},
  title = {The Application of Scientific Classification Method and Its Value in Chemistry Education},
  journal = {Science Journal of Education},
  volume = {4},
  number = {6},
  pages = {181-185},
  doi = {10.11648/j.sjedu.20160406.13},
  url = {https://doi.org/10.11648/j.sjedu.20160406.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.sjedu.20160406.13},
  abstract = {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.},
 year = {2016}
}

Copy | Download

TY  - JOUR
T1  - The Application of Scientific Classification Method and Its Value in Chemistry Education
AU  - Chengyin Yang
AU  - Xueqing Shen
AU  - Sixin Li
Y1  - 2016/11/16
PY  - 2016
N1  - https://doi.org/10.11648/j.sjedu.20160406.13
DO  - 10.11648/j.sjedu.20160406.13
T2  - Science Journal of Education
JF  - Science Journal of Education
JO  - Science Journal of Education
SP  - 181
EP  - 185
PB  - Science Publishing Group
SN  - 2329-0897
UR  - https://doi.org/10.11648/j.sjedu.20160406.13
AB  - 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.
VL  - 4
IS  - 6
ER  -

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