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Up-to-date chemistry curriculums developed in foreign countrues-Nuffield chemistry, CHEM study, and CBA project were studied. These basic concepts, purposes, and contents were analyzed and compared with those of our present curriculum of high school chemistry and also those of new high school chemistry curriculum. The results in criteria determing the experimental contents are as follows: 1. Experiments which can establish the basic concepts. 2. Research-oriented experiments to keep up with the present trends of science education. 3. Open-ended exoeriments centerd on research activities. 4. Big transitional experiments as experimental contents of the principle science. 5. Experiments which have various process skills. 6. Experiments easily operated with simple apparatus. 7. Experiments considered with the political aspects of educational purpose. According the above criteria, 34 lab items were selected. and their contents were and analyzed by process skill.
The current evaluation method of high school chemistry has been emphasized on knowledge. This fact does not satisfy the objective of learning due to lackness of the cvaluat ion method about its inquiry ability and attitude. Therefore we introduce a evaluation model and its items about knowledge, inquiry ability and attitude in order to approach the objective of learning in hiph school chemistry. First, in order to evaluate knowledge of the students, we used the computer Managed lnstruction (C.M.I) method which presents sents a stepwise knowledge of students. Second, for the evaluation of inquiry ability and attitude, we prepared the evaluation items about the contents of chemistry experiment according to an analysis of the objective learning. Thus we applied them to the students in a high school.