Research High School Students’ Allternative Frameworks About Salts Hydrolysis

Chemical concept is a form of thinking,reflected inherent attribute of material in the chemicalmovement,is an important part of chemistry knowledge. Students in the learning process inevitable canform some inconsistent cognition with the scientific concept,namely the alternative frameworks. Student’salternative frameworks not only will affect their understanding and mastering of the concept, can also affectthe formation of students’ good cognitive structure. In actual teaching, if teacher ignore student‘s alternativeframeworks, so will drastically reduce the teaching effect. So, as first-line teachers, must understand astudent of alternative frameworks, and help students transform alternative frameworks, construct scientificconcept.This article select high school chemistry salts hydrolysis as the research content, USES2-phaseselection test,conduct a preliminary probe about student’s alternative frameworks. Because salts hydrolysishave the stronger theoretical, content is abstract, and involves more concepts’ integrated use, so has beenthe emphasis and difficulty of the middle school chemistry teaching, students in this part of knowledge iseasy to appear all sorts of alternative frameworks.According the results of the probe,this paper get thefollowing conclusions:(1) High school student’s alternative frameworks about salts hydrolysis are widespread;(2) The content of the High school student‘s alternative frameworks about salts hydrolysis isdiversity, and uneven distribution;(3) The students with high academic level appear probability of alternative frameworks isn’tnecessarily low;(4) The different academic levels Students hold the main alternative frameworks is similar, butvariety is not exactly the same.On the basis of probing results, the article also to analyzed the reasons about student’s alternativeframeworks，and finally put forward the following Suggestions to teacher’s teaching:(1) In abstracto,teachers should attach importance to student’s alternative frameworks;(2) Standardize the teaching process, reduce student’s alternative frameworks caused by improper teaching;(3) Use a variety of teaching methods to help students form scientific concepts.