Middle School Junior High School Chemistry Experiment Quantitative Research Strategy Thinking Culture

In high school chemistry classroom observation and literature, the author found that most high school students in the experiment lack of perception of the concept of "quantitative". This problem is largely due to the junior high school chemistry experiment teaching too much emphasis on the observation and analysis of qualitative experiments, and neglect to build and strengthen the concept of "quantitative" quantitative experiments. Therefore, the students of the concept of "quantitative" very vague, lack of accurate knowledge, do not understand the law of the nature of chemical experiments, ignoring the importance of the "quantitative". Resulting in students just promoted from junior high school when the convergence of chemical knowledge can not fault of learning, qualitative and quantitative changes in the high school chemistry students to learn the point of differentiation. Combined research found that students "quantitative" the conceptual construct the meaning of not only reflected in the junior and senior high knowledge convergence, mainly to avoid wastage of drugs, environmental pollution and dangerous occurrence, it is more important to understand the "quantity" isnature of the chemical changes behind one of the reasons. If, in the junior secondary chemistry teaching gradually penetrated the consciousness of the "quantitative", and gradually establish a "quantitative" concept in the students’ cognitive structure, purposefully guide students to form a chemical study of quantitative thinking, can effectively solvejunior and senior high school knowledge of the problem of convergence, and essentially help students understand the chemistry, understanding of the chemistry and the study of chemistry. There are some research at home and abroad to promote students’ the chemical core conceptual thinking construct and develop students’ awareness of green chemistry have some research, instructional design, but the junior high school quantitative experimental study is relatively small, especially for junior high school chemistry experiment "the quantitative" concept construct there is a lack of need to be to fill the contents of this part of the study. The author believes that the construction of the concept of "quantitative" in junior high school chemistry experiment teaching, purely theoretical research or empirical research can not be a good solution to the problem, need to brain science in the field of cognitive neuroscience research, explore the concept of building the psychological mechanism of action research. In this paper, by studying the junior high school chemistry experiment teaching, combined with practical teaching cases, to construct the concept of "quantitative" and penetrate the consciousness of the "quantitative" to make a few suggestions on how to help junior secondary students.