A Study On The Causes Of Difficulties In Chemistry Balance And Teaching Design

As the core theories of the three basic theories in senior high school chemistry(equilibrium theory,electrolytic theory, structure theory), "Chemical equilibrium" theory has been the key and difficult points of the majority of teachers’ chemistry teaching and students’ chemistry learning. Chemical equilibrium is not only the important content of the chemistry teaching in senior high school, but also the difficulties in the teachers’ teaching process and students’ learning process. Research on the existing problems of "chemical equilibrium" in the process of the senior high school students’ study and the development of teaching design in solving the problems, it can not only help the senior high school students transforming misconception, successfully established the relationship between macro and micro, but also can improve the teaching effect of the teachers.Through the analysis of current situation at home and abroad, it occurred to me that the research on this theory mainly focuses on some problems in the content system of teaching strategies and equilibrium chemistry exercise classes of one problem among before concept, misconceptions and chemical equilibrium of the foreign students learning, such as chemical equilibrium problem. But for in the Chinese students’ learning process of misconceptions, causes and the teaching strategy of the chemical equilibrium research is not much.In order to study the existing chemical equilibrium problems in the learning process of the students, and put forward reasonable suggestions to improve the teaching effectiveness of teachers, the thesis will study from the following three aspects: first, the questionnaire and interviews with senior high school front-line chemistry teachers who have rich teaching experience, recognize the fallible points and problems which existing in process of students study in chemical equilibrium, to know the reasons for students with learning difficulties from a macro point of view and teachers using what kind of teaching strategies in the teaching process to breakthrough difficulty, to simplify the process, to provide some help for the research of teaching design; secondly, based on the analysis of the questionnaires, communication with teachers, the conceptual change theory,the three representation theory, constructivism theory,the thesis designs teaching content of chemical equilibrium part and teaching strategies, and implemented in the experimental class and distinguish from contrast class. Third, preparing test questionnaire of "chemical equilibrium", the experimental class and the contrast class were tested, then teaching effect was quantified, finally improving teaching design. The conclusions of this study are as follows:First, students have problems in learning process of equivalent balance problems, chemical equilibrium calculation, chemical equilibrium state judgment and chemical reaction rate image knowledge of the chemical equilibrium.Second, the influence of students’ misconception occurred mainly in the process of establishing direction of reaction, judgment in the chemical equilibrium state of chemical equilibrium, external conditions change, the influence of reaction rate of the external conditions change on the chemical balance.Third, teaching design which based on the conceptual change theory, the three representation theory, constructivism theory can improve the effect of teaching feasible and effective by the change of wrong concept, construction of relationship between macro characterization and micro characterization.