Electrolytes In High School Chemistry Curriculum Concept Of Teaching And Learning

Chemistry concept is the middle school chemistry primary coverage, is the student thought development foundation. Chemistry concept's study and grasps is one of important contents when students study, is the important teaching goal when the teachers teaching, also is the key point in the teaching. The electrolyte related concept located at the quite important position in the middle school chemistry curriculum. It involves element compound classification aspects and so on conservation of mass, chemical equilibrium, electrochemistry foundation, Ionic reaction equation, solution acidity and alkalinity, Chemistry Computation. The electrolyte related concept teach and study research can advantageous in optimizing student's study method and teacher's teaching strategy, and enrich the concept teaching elementary theory developmentIn the research analysis literature material's foundation, we divide into the electrolyte related concept the electrolyte, electrolyte solution and the electrolyte respond three categories. Based on this, we use the high-school student electrolyte related concept learning questionnaire to analyze study high-school student electrolyte related concept learning development present situation. We understood the attribute form of the high-school student electrolyte related concept, studied the factor which affect the high-school student to learn electrolyte related concept, proposed in the high school chemistry the electrolyte related concept teaching strategy by means of interview, questionnaire survey and so on.Our research obtained the following conclusion:1. The situation of grasping the high-school student electrolyte related concept is in the medium level of development. The student solves well about the response equation and ion concentration compare, but grasping experimental design and the chemistry computation with the electrolyte related is not quite good.2. High-school student electrolyte related concept various categories grasp the degree doesn't have remarkable gender differences, the high-school student electrolyte related concept's study and the result is significant relevant. The distinguished students and the learning disabled students about the electrolyte related concept grasp the situation difference is remarkable, especially electrolyte solution and electrolyte response concept application aspect.3. Student's electrolyte related concept representation forms have three characteristics: multiplicity, logic and richness; the multiplicity of Student's electrolyte related concept representation form is relate with electrolyte related concept type, Student's cognitive style, teaching material's presents way and teacher's teaching way.4. Student's electrolyte related concept representation form is relate with the chemistry concept understanding degree; student does not have division the fit and unfit quality about chemistry concept's representation forms, but exite the difference about Student's cognitive style and concept type whether to match; the richness of stident's chemistry concept representation content can be the standard as weigh the student chemistry concept to grasp the degree.5. High-school student electrolyte related concept formation has many kinds of the effects factor, including electrolyte related concept itself, student's cognitive structure and study way, teacher's teaching way and teaching material's presents way of the concept.6. The high school chemistry electrolyte related concept's teaching may use the following teaching strategy: Expose the pre-science conceptions, cause cognition conflict and promote to change the conceptions; Object teaching ,help student construct conception with many kinds of method; Improvement cognitive structure, construction concept network; Inquiry teaching, raises the student independent learning capability.