High School Chemistry Redox Reaction Of Instructional Design And Practice Of Research

Chemistry is often abstract and difficult concept, and in teaching need to take appropriate teaching strategies. A high school freshman atomic structure due to lack of appropriate knowledge and some basic chemical reactions, redox reactions in understanding the nature of the concept of establishing the link between the general feeling of difficulty. Understand the student's cognitive level and cognitive features of the concept of teaching strategies for students in teaching practice is the fundamental way to solve this problem.This paper first constructivist teaching ideas and basic strategies of teaching chemistry concepts were studied, and this as a theoretical basis. Then analyze the redox value of knowledge systems and knowledge, and tap the intrinsic value of knowledge. High School students through the investigation of redox reactions of knowledge to grasp the situation, understand the process of student learning difficulties and widespread problem, and these difficulties and problems were analyzed, and so select the appropriate teaching strategies, instructional design, complete the teaching practice.After a study on the effect of teaching and found that the problem-based constructivist inquiry teaching strategies help students build self-knowledge, and promote the students to the basic concepts of redox reactions, especially the understanding of the essence. Intuitive thinking of the students teaching strategies easily lead to the resonance of concepts from abstract to abstract the image and then change. Analogy of teaching strategies can make a clear conceptual link between the students, through practice-feedback training but students understanding of knowledge is more solid. The results show that a case should be effective course characteristics and student characteristics based on knowledge of various teaching strategies adopted by the organic integration.Redox reactions in the different levels of knowledge, the study found that the understanding of basic concepts for most students a better grasp; redox reactions essential for the level of understanding and links between concepts, students tend to a serious polarization, which the characteristics of knowledge itself and is closely related to the cognitive level of students, Improved instructional design will help students improve overall performance, but did not solve a polarization phenomena.