Analysis On Causes Of Difficult Points Of Ionization Equilibrium And Research On Teaching Strategies

"Ionization equilibrium" is an important content of chemistry in the stage of high school, and is also a key and a difficult point of chemistry knowledge network in high school. The new textbook system takes an important part in the upward spiral of knowledge and multi-dimensional rendering, striving to better learning effect. This module content is of strong system,and covering rich knowledge, the learning requirements is flexible,the mode of inspection is rather flexible, contents are highly conceptual, theoretical, core and comprehensive, the demand on thinking ability is high. It is just difficult for students to understand the microcosmic abstract theoretical knowledge. Electrolyte solution system usually exists in a plurality of reversible reaction, they mutually promote each other, restrict each other, and commonly in contradiction. The formation of abstract concepts, the idea of modeling and the whole idea of students is not mature; the change of students’ mind from macroscopic to microscopic appears difficult. This module is the difficult points of students’ learning, and also makes teaching difficult.Dealing with the difficulties in teaching materials is the key of improving the quality of chemical teaching and students’ learning efficiency. Learning difficulty is likely to become the point of differentiation of the students, if we adopt effective strategies to break through the difficulties, there will be conducive to the development of students’ chemistry thought, the intellectual development of students, internalize their ability, and cultivate students’ innovation consciousness and chemical quality. This study has gone through systematic theoretical analysis, taked sophomore students in two general classes and two experimental class as the object of study in a Hubei Wuchang Experimental High School, this article had done empirical research on difficulties of "ionization balance" of elective module four of chemistry in high school by adopting document analysis, questionnaires, interviews.We surveyed students’ understanding of knowledge on the ionization equilibrium, analyzed students’ test results of knowledge in this paper, and found out difficulties in the students’ learning process in which has more resistance and more rich, profound and jumping chemical thinking, and then analyzed the reasons of formation of difficulties from the theory. At last according to the principle of theory guiding practice, the study put forward teaching strategies to break through the difficulties based on the analysis of the investigation conclusion and the combination of the actual teaching practice.Through investigation and analysis, this paper has drawed the following conclusions: the difficulty of the ionization knowledge lies in failing to understand basic the essence of concepts and principles, the students can use basic knowledge to solve simple problems in chemistry;the integrated use of knowledge exists obstacle;the migration ability of knowledge problems representation is insufficient.The reason for the formation of difficulties on learning contents of "ionization balance"is the lack of effective and targeted chemical cognitive strategies,the stage limitation of individual physical and mental development, negative effect of students’ regular thinking,defect of chemistry cognitive structure, less reserves of knowledge and low degree of structure make knowledge to become sclerotic,imperfect representation of knowledge,poor ability of representing problem and pre-scientific concepts disturb the construction of the knowledge.According to the difficult points of ionization equilibrium in learning, the research offers the following teaching strategies:grasp the materials entirely, identify the logical sequence of knowledge; based on students’ cognitive,pay attention to the process of acquiring knowledge; enrich students’ perceptual knowledge,set variant problem, optimizing the students’ cognitive strategies; develop the students’ thinking, promote the positive transfer of knowledge; change the teaching methods,break the learning difficulty.