The Empirical Study Of The Teaching Strategies Of Chemical Equilibrium Constant’ Stoichiometry

Stoichiometry studies material and its variation from perspective of quantity andquantitative research method is an important symbol of chemistry as a subject. Stoichiometryis an important part of high school teaching in the new curriculum. In textbooks,stoichiometry does not take the form of units or modules，but is interspersed in the mainknowledge, leading the first-line teachers to doubt the importance of stoichiometry. There hasbeen a weakening phenomenon of stoichiometry in teaching and learning，so many studentsreflect that they don’t know what when it comes to the problem of the stoichiometry.In this thesis，using text analysis method,an entire high school teaching system ofstoichiometry is constructed，and the status and functions of stoichiometry are described.Using the questionnaire and interview to chemical equilibrium constants of high schoolstudents，the situation of high school students mastering is researched. The following areconclusions: first，the concept and principle of knowledge is a prerequisite to solve theproblem of chemical calculation; second, the ability of solving the calculation problemthrough the conservation strategy is weak; third, the lack of standardization in the method ofsolving problem; forth,the capacity of combine number and shape needs to be improved;fifth，the data processing capacity needs to be strengthened.Also, using interview, analyse high school teachers’ teaching situation of chemicalequilibrium constant. The following are conclusions: first, the teaching of chemicalequilibrium constant pays too much attention to the key words, ignoring the students’constructing their own concepts; second, ignore the construction of knowledge system; third,desalination of conservation strategies and lack of overall calculation; forth isolate thetraining stoichiometry skills and ignore that function and value of the chemical equilibriumconstant are realized through the discussion of chemical equilibrium, so the students do notknow how to start, when dealing with balance problem.Based on the problems in teaching and the student’s cognitive impairment point, theauthor puts forward of chemical equilibrium constant of the teaching strategies: first, useinductive method to propose the concept and the introduce of concentration to deepenunderstanding of the concept; second, construct the concept map and tamp foundation; third,grasp the overall calculation of conservation laws; forth, go back to basics and focus onmastery of basic methods; fifth, focus on induction and strengthen the training of variant.