1999年1月，我国教育部颁布《面向21世纪教育振兴行动计划》，并于2000年春季学期据此开始启动“国家基础教育课程改革”项目[1]，三级课程管理体系也随着新课改的实施而面世，并自此成为我国课程的开发与开展所依循的制度。三级指的是国家、地方、学校三个级别，其中，国家课程由国家统一规划下发，地方课程由地方主编，根据各地学情及具体特色进行编制并下发，学校同时也可根据学情开展一些体现学校理念与学校特色的课程。三级课程管理体系第一次将课程的主导权交到教师手中，让教师可以根据当地特色、学校设施及师资条件、学生学情等，自己进行课程开发与实施，并生成具有针对性的、具有学校特色的课程[2]。
当前学生在化学学科的学习由于受到课时安排和学校具体条件的影响，形式大多集中于书本，很少有针对生活中的实际情境进行真实问题解决和学科层次解析的机会。且初中学生处于学习化学知识初始阶段，学习兴趣较高，参与活动的积极性强，应设置一些注重学生实践性活动且与生活联系紧密的课程，促进学生学习动机的持续性延伸。笔者查阅多版本化学教材及初中化学课程标准发现，好多具有实践意义的情景素材与活动因课时限制，无法在课堂中呈现。综合以上分析，进行初中化学校本课程的开发与实施是可行的也是必要的[3]。
STSE理念源于美国提出的指向科学、社会、技术的STS理念，是对其的进一步完善，加上“环境”这个要素之后，更加能体现科学、社会、技术、环境之前密不可分、相互促进、相互影响的关系，也符合当前世界各个国家统一提倡的生态环境优先的绿色思想。因此，本研究基于STSE理念进行初中化学校本课程开发，旨在通过课程的实施，帮助学生提升知识水平、实践能力，形成科学的问题解决思路的同时，渗透生态环境的重要性，让学生产生保护环境、爱护资源的社会责任感[4]。
本研究通过前期实施指向学生兴趣点的背景性探查问卷确定学生参与课程前的学科态度、学习兴趣以及动手实践能力以及对STSE理念的了解程度，并根据问卷结果最终确定以“化学视野下的水处理”作为主题，在笔者任教学校开展初中化学校本课程的开发与实施，主要框架源于污水到自然水、自然水到自来水、自来水到饮用水的水处理顺序，结合最终的成果展示，共划分为四个主题单元，每个单元都包含从生活实际发现问题、学学科层次解析、单元活用这样几个环节。通过课程的实施促进学生问题解决思路的形成与发展、学科思想的完善、STSE观念的形成以及学科素养的渗透与落实。
本研究对所开发的课程从背景、本体、实施效果三个维度进行评价，采取研究者通过调查问卷自评的方式对课程背景进行性价，通过邀请校内外教师专家听课、填写问卷的形式对课程本体进行评价，并通过对学生进行前测、后测问卷调查的形式对课程实施效果进行评价[5]。
本研究结果表现为：形成一套完整的、适用于本学校并可沿用于其他学校的初中化学校本课程；形成较完善的校本课程开发实施框架及内容筛选、编写框架，可指导其他学科教师进行的校本课程开发与实施；形成较完善的校本课程实施原则，可指导课程的实施，并可通过多轮实施反馈课程内容与实施方式，进行进一步的修改与完善；研究者在校本课程开发与研究的过程中，通过教育行动研究的方式对自己的开发路径、实施方式及评价方式进行定期反思，反思的过程与形式促进研究者个人研究能力和实践能力的提升与发展。

In January 1999, the Ministry of Education of China released the "Action Scheme for Invigorating Education towards the 21st Century", according to which it started the "Curriculum Reform Scheme" in the spring semester of 2000. Along with the implement of the curriculum reform was the three-level managerial system of curriculum, which ever since had been the discipline of the development and implementation of China's curriculum projects. The "three-level" refers to prospective of national, local, and school. In this system, the state issues the national curriculum by unified planning. And the local editors complies and implements, considering their local education conditions and characteristics, meanwhile the schools develop courses that reflect their notion and characteristics. The three-level managerial system of curriculum unprecedentedly granted leadership of the curriculum to the hands of teachers, and thus teachers can develop and implement their own curriculum according to local characteristics, school facilities, teacher resources, and students' academic conditions. They are able to design curriculum of targets and school characteristics.
Affected by class schedules and specific conditions of the school, the form of students studying in chemistry is limited.to books. They barley have opportunities for real problem solving and subject-level analysis under life circumstances. More courses that are practice-oriented and connects tightly to life should be designed to motivate the continuous expansion of the junior high, as they are in the primary stage of Chemistry learning, and they hold strong interest and enthusiasm for activities. After referring to multiple editions of chemistry textbooks and junior high school chemistry curriculum standards, the author of this article found that due to time constraint, many scenario materials and activities with practical meaning fail to be presented in class. Based on the above analysis, it is feasible and more necessary to develop the chemistry curriculum for junior middle school. 
The STSE idea originates from the STS referring to science, society, and technology which was brought by the United States. With the addition of the "environment", it can better reflect the inseparable, mutually reinforcing, and interactive relationship between science, society, technology, and the environment, and it is also in line with the current environmental friendly thinking of taking ecological environment as priority advocated by various countries in the world. Therefore, this research is based on the STSE to develop a school-based curriculum for junior high schools. Through the implementation of the curriculum, it aims to help students improve their knowledge and practical ability, and form scientific problem-solving ideas. At the same time, it conveys the importance of the ecological environment and allows students to form a sense of social responsibility for the environment and resources.
In this study, through the early implementation of a questionnaire in relation to students’ interest and attitudes in learning, as well as their practical ability and understanding of STSE, the theme was determined as "Processing of the polluted water in the view of chemistry" based on the results of the questionnaire. School where the author teaches in has already implemented school-oriented chemistry curriculum. The primary framework is derived from the water treatment sequence of sewage to natural water, natural water to tap water, and lastly tap water to drinking water. Combined with the presentation of the final result, it is divided into four thematic units, each of which includes links like discovering problems from real life, subject-level analysis, and applying knowledge of the unit. The implementation of curriculum forms and stimulates students' problem-solving capacity, their better grasp on STSE concepts and more importantly it improves their disciplinary literacy.
This study evaluates the developed curriculum from three aspects: background, ontology, and effects. Questionnaires are applied in this research to evaluate the background of the courses. It also invites teachers and experts inside or outside the school to listen to the lectures and fill in the questionnaires. As the curriculum itself is evaluated, the effect of the implementation of the curriculum is evaluated in the form of pre-test and post-test questionnaire surveys of students.The results of this study are: It is necessary to establish a comprehensive set of junior high school-oriented curriculum, which is feasible universally in schools; to form a more complete school-oriented curriculum development and implementation framework, which can guide teachers from other subjects to carry it out; the formation of a more complete school-oriented curriculum implementation principle allows to further modify and improve the curriculum content and methods through multiple rounds; in the process of educational action research, regularly reflections on its own development path, implementation method and evaluation method are required. And the process and form of reflection has also promoted the improvement and development of the author's personal research ability and practical ability.