Teaching Design And Implementation Of "Hydrolysis Of Salts" Based On Concepts Construction

For the purpose of improve the scientific literacy of students, the new curriculm advocatesthe construction of basic chemistry concepts, which builds a broad stage for the teaching basedon concepts construction.“Hydrolysis of salts” absolutely reflects the knowledge systems andteaching methods of chemistry discipline, and is a material to construct the basic concepts ofchemistry. At the same time,“Hydrolysis of salts” is always a teaching focus and difficulty inmiddle-school chemistry teaching and learning. Therefore, I selecte it to do the research ofinstructional design and implementation based on concepts construction, in order to make someeffective suggestions for middle-school chemistry teachers.Based on the overview of content research and teaching design of “hydrolysis of salts”, thisthesis treats instructional design of concepts building as a theoretical basis. First, analyze theteaching content, students’ knowledge base and learning difficulty, then make a teaching designbased on concepts construction. In order to test the teaching effectiveness, we conduct a teachingexperiment. The experiment results show that the instructional design programs help to promotebasic chemistry concepts of students.The thesis consists of ten parts. The main contents are as follows.The first part: clarify the reasons for the choice.The second part: an overview of “hydrolysis of salts”. On one hand, study the main contentsof “hydrolysis of salts”, and make a conceptual analysis from a psychological view and the pointof change; on the other hand, study the existing teaching designs about “hydrolysis of salts”,found that make a design based on concepts construction is feasible and necessary, and draw alot of useful inspiration.The third part: the purpose and tasks of the study.Part Ⅳ: the theoretical foundation of the study. Drawing on the meanings and links ofgeneral instructional design, I choose “the model of instructional design based on conceptsconstruction” as the theoretical basis.Part Ⅴ: teaching contents analysis. First, analysize the status and role of “hydrolysis ofsalts” in curriculum and textbooks, then the carrying value of the knowledge, and then the basicchemical concepts convert which to basic understandings, determine the knowledge frameworkto support concepts construction.Part Ⅵ: learning situation analysis. Analysize the knowledge bases of students throughliterature review and teacher inerviews, and summed up the performance, causes and solving strategies of teaching difficulty, to provide an effective basis for the next research.Part Ⅶ: teaching design. Modify the teaching design of “hydrolysis of salts” based onconcepts construction through student questionnaire and teacher interviews, and prepare for theteaching.Part Ⅷ: implement the teaching experiment; test the teaching effect with homemade testvolume, and analysize the results using SPSS software.Part Ⅸ: the conclusion of the study and suggestions for teaching.Part Ⅹ: the problem to be resoved in the next work.In this paper, the main innovations are as follows: make out a conceptual analysis of“hydrolysis of salts” from the point of change, the cognitive framework of “hydrolysis of salts”,and a teaching design based on concepts construction of “hydrolysis of salts” which is feasibleand expand the empirical research.