How should the result of progress of scientific research be included in science education at secondary schools?-Comparative analysis of quantum theory in high school chemistry.

调查了国外高中量子理论的学习情况，编制了一套试行的高中化学量子理论教材。本研究分为以下几个阶段：1.对国外理科教材中的量子理论进行了比较分析。量子理论包含在大多数高中教科书中，可以看到许多更好地理解的想法。2.参观了美国的中学和教育机构。高中生或多或少都在教授量子理论。教师以自己的方式思考和实践，让学生更好地理解理论。3.在两所大学试用的基础上，编写并修订了一本高中化学量子理论教材。最初的使用对象是科学或技术专业但不是化学专业的学生。这些学生几乎没有遇到什么问题。第二种用途是既不是科学专业也不是技术专业的学生。在此基础上，理科高中生对量子理论的理解没有太多困难，非理科生也能在一定程度上理解量子理论。

Situation of the study of quantum theory at high schools in foreign countries were investigated, and a textbook of quantum theory for high school chemistry was prepared for trial use. The research had the following stages :1.Science school textbooks of foreign countries were comparatively analyzed on quantum theory. Quantum theory is included in most high school textbooks, and many ideas for better understanding are seen.2.Secondary schools and educational organizations in the U.S. were visited. Quantum theory is taught at the high schools, more or less. Teachers think about and practice their own ways so that students can understand the theory well.3.A textbook of quantum theory for high school chemistry was prepared and revised based on the trial uses at two universities. First use was for students who are majoring in science or technology but chemistry. Those students had few problems. The second use was for students who are majoring neither in science nor in technology. Many of those students had some difficulties, but some of them could be solved.Based on the above, quantum theory could be understood by science-oriented high school students without many difficulties, and by non-science students to some extent.