A Study On The Causes And Countermeasures Of The Errors In Knowledge Learning Of High School Students In "Redox Reaction"

There are some unavoidable mistakes in the process of the chemistry study of high school. But these mistakes should be viewed as important resources that the teachers can make use of to better their teaching skills and improve their teaching effects. Meanwhile, the students also can polish up their study ability through keeping reflecting on their questions in the study.This study begins with the mistakes that students made in the study of redox reaction, which applies Attribution Theory to summarize the typical mistakes occurring in the Chemistry study of high school students and proposes certain solutions and strategies on these issues. By reflecting on classroom practice, observing classroom and analyzing typical mistakes in students’homework, the author composes questioning paper with reference to the textbook and takes the test by following273students from three different levels of schools in Jiangning District. Targeted strategies is put forward based on the statistical outcome of the test and students interviews by attributive analysis of the mistakes occurring in the learning process.The results of the test reveal that there exist the following typical mistakes in their study of redox reaction:(1)some mistakes in determining the valence;(2)some in valence increase and decrease and the transforming procedure of electron transfer;(3)some in understanding some relevant basic concepts;(4)some in deficiency in calculating redox reaction.If we analyze the causes of the mistakes stated above from the perspective of students’cognition structure, we can draw the conclusion that:the mistakes in determining the valence and understanding relevant basic concepts are mainly educated and strategic inaccuracy while the mistakes in valence increase and decrease and electron transfer and deficiency in calculating redox reaction are manly strategic ones.