Investigation And Analysis Of The Students In The Knowledge Of Ionization And Hydrolysis

The knowledge of Ionization and Hydrolysis is an important part of high school chemistry. In the high school chemistry knowledge network it is not only the "key" but also the "difficult". Understanding the students'knowledge of the cognitive difficulties in this part and overcoming difficulties has a great significance to the chemistry teaching of high school. The survey analyzes the difficulties that the students met in the learning process. Awareness of students is treaded as the research content, and the knowledge of Ionization and Hydrolysis is treaded as a carrier. I try to explore and find out the cognitive impairment or difficulties of the knowledge in this part for the students.Based on the literature review, this survey researches the cognition of the students in the knowledge of Ionization and Hydrolysis with Empirical Methods.This survey mainly includes two parts of the empirical:Study 1:Analysis of cognitive of the students about the knowledge of Ionization and Hydrolysis in the Entrance of Shanghai; Study 2:Survey of cognitive status of students about the knowledge of Ionization and Hydrolysis. At last, I analyze the results. Through the analysis and induction of the students'examine results, I want to make the cognitive difficulties of students in the knowledge of Ionization and Hydrolysis clear and provide a reference for the teachers'teaching.Through investigation and analysis, we draw the following conclusions:(1) From the statistical of the test results, all three groups of students perform well in the lower level of cognitive of the knowledge. This shows a stronger ability of students memorizing.(2) The performance on the integrated use of knowledge of all three groups of students is not satisfactory.(3) The cognitive difficulties in the knowledge of Ionization and Hydrolysis of all three groups of students is not to understand the substance of the basic concepts. Lacking of the knowledge migration utilization ability lead to the integrated use of knowledge barriers.(4) Through test analysis, there is big difference in cognition in three different groups of students (excellent students, average students and poor students). Excellent students and average students'performance in the "Understanding" level of cognition is generally satisfactory. They can understand basic concepts and principles, and they also can use basic knowledge to solve simple chemical issues. But, most of the poor students'cognition only reach the level of "knowing". They have a greater barriers of understanding the knowledge. It is harder to achieve the transfer and using of knowledge.(5) Three different cognitive styles of students lead to different learning outcomes. The basic concepts and principles of Ionization and Hydrolysis are abstract knowledge. Most of the cognitive style of excellent students are meaningful discovery learning. They used to ask questions and think for themselves. Most of the poor students'cognitive style of the knowledge of Ionization and Hydrolysis is mechanical memory. They are used to remember the ready-made answers, and they can't do meaningful reception learning.That how to effectively master knowledge, understanding application knowledge is a system of engineering needs the joint efforts of the teachers and students in order to breakthrough the so-called of difficulty and importance when teaching. Based on the investigation and analysis of the conclusion, this article puts forward the suggestions and enlightenment of teaching and learning, to expect it to provide a meaningful reference and enlightenment for high school chemistry.