Promote The Understanding Of Concept Of High School Students "ionic Reaction" Teaching Design Research

This paper is a research for ion reaction instructional design which design for the highschool students to understand the concept. The paper summarizes the literature ofconceptual understanding, transition from the general understanding of the concept to thechemical concept, that how to understanding of chemical concepts better.The first part of this paper is theoretical study, ion reaction—which is a core conceptof the high school chemistry, so summarized the related knowledge of chemical coreconcepts and ion reactions at first. The theoretical basis of the research is to understand theconcepts from the general concepts transition to the chemical concepts. Dividing the levelof conceptual understanding, the research based on Ausubel’s meaningful learning, thethree-stage theory of conceptual understanding of Mr. Tian Wanhai, and the idea of“Taxonomy of Educational Objectives” by American educator Bloom. After that, the paperanalyzed the electrolyte of lesson2on teaching materials in detail, the student learningsituation, the objectives, important pots and difficulties on teaching. Then design thesecond class of electrolyte: The reaction of the electrolyte in the aqueous solution.The second part of this paper is teaching practice research. In teaching practice stage,by teaching three classes myself, I made my own teaching strategies which promote thestudents of ion reaction concept learning go deep into my teaching practice classes. Ichosen all the students by two of my classes and two of other teachers’ to take aquestionnaire test check, and then analyzed the questionnaire, by scoring the subjectivetopic answer of those students, to define the extent and level of understanding of studentsin ion reaction conceptual. The writer think that, compare the experimental classes andcontrol classes of the level of understanding in ion reaction conceptual by simple statisticalquestions correct, is not convincing enough. So the paper put to use the measuringtools--SPSS16.0measurement software to analyze the significant difference between theexperimental classes and control classes students in the questionnaire scores.The results show that basis of good students in the process of concept learning forteachers of dependency is not big,the students in class and after class of autonomouslearning ability is strong; Students with poor infrastructure depend on their teacher, thisstudy provides promote the understanding of concept teaching strategy is effective to thepoor students.