High School Students To Understand "chemical Equilibrium" Concept Of Development Research

The chemistry knowledge in middle school is a relatively complete system consisting of many concepts, which are essential parts of the forming of chemistry knowledge system through further associating and interacting. Among them, chemical equilibrium plays a decisive role in the whole middle school chemistry knowledge system so it’s important to understand the concepts of reaction rate and chemical equilibrium as well as to apply relevant theories skillfully to comprehend and explain other balance systems, properties and usages of acid, alkali, salt and to select the most appropriate conditions in the chemical manufacture. Based on cognitive development theory, this paper uses some basic concepts of chemical equilibrium as the breakthrough point to study the problems which exist in the students’characterization of chemical equilibrium, to explore the characteristics of students’cognitive concept development of chemical equilibrium and finally, to achieve a regular pattern of chemical concept learning which can help to improve students’learning efficiency and cultivate their creative thinking ability, truly realizing the organic combination of learning theory and teaching reform.This research mainly adopts the form of questionnaire and interview to study the process of how Senior2students characterize chemical equilibrium. Since solving practical problems is the main objective of the concept cognition, the research was carried out by means of exercise test. Through the analysis and induction of valid empirical data collected, we can draw the following conclusions:1. Different students have different characterization methods for chemical equilibrium.2. There is a significant difference in cognitive level of students on the basic concepts of chemical equilibrium because of the differences in knowledge accumulation.3. There is vast gap between students’ability to apply basic concepts of chemical equilibrium to solve practical problems.During the study, we also found that life experiences, teaching process and teaching planning design have some influence on the representation of the concept; as for the concept application, students’ understanding of the microscopic processes of chemical equilibrium is not deep enough while the concept of cognitive structure and its stability both affect their application of the items.