Research On Teaching Integration Key Concept System With Meaning Construction For Ninth Grade Chemistry

Ninth Grade chemistry is the initiation stage which students begin to learn chemistry. Besides the simple material knowledge of chemistry, the most basic study method and chemical expressing method are also included in the main learning contents, which are the foundation of students’ learning in chemistry. The basis of the courses requires the students to master the chemical knowledge, cultivate the chemical learning interests and help them to establish academic chemical thinking, which are based on mastering chemical key concepts.Ninth Grade chemistry key concepts contain three main parts, which are molecules, atoms; Chemical symbol(including: element symbols, element valence, chemical formula and chemical equations); Chemical calculation(chemical formula calculation and the calculation of Chemical equation) etc. These three parts of basic concepts are the most important knowledge of chemical science. Meanwhile they are also the basement knowledge for the students to master methods of chemical learning and forming chemical thinking ability. Therefore the research on the Ninth Grade chemistry key concepts teaching remains importantly theoretical significance for the development of chemistry teaching theory in junior high schools. And the research also holds the practical significance for improving chemistry teaching efficiency in senior high schools and training the students’ good chemical scientific literacy.The paper is based on the constructivism theory and learning rules of chemical disciplines. The key concepts of the system meaning construction are built on the idea of "with learners as the center, with teachers as the leading factor, the course content phase, the phase content logic and logical content systematic". The model focuses on the characteristics of the chemistry subject learning rule, the students’ learning conditions, paying attention to the students in the knowledge of active construction, the cultivation of the students’ scientific literacy and the students’ chemistry thinking form.This paper helps about the questionnaire for the implementation of the research on Ninth Grade chemical key concepts system and the implementation of teaching survey. And it also analyses the difference of the students’ scores before and after the learning of key concepts. This paper designs the Ninth Grade chemical key concepts system of teaching design, and carries out a teaching experiment. The results of the research on key concepts system teaching practice shows in the following:1) The students’ understanding on the concept of molecules and atoms can provide the meaning construction prototype for the follow-up concept which shows up in the key concept construction of teaching integration.2) The students can totally understand the meaning of the chemical formula by using the prototype of molecules and atoms related concepts to study chemical formula, which is a great promotion on the chemical formula learning.3) Based on the understanding of chemical formula, the students study valence by using the meaning of actual "price" in daily life which helps to visualize the abstract element valence. Writing chemical formula through the feedback of valence learning can also make an effective result.4) On the basis of the built concept, proceeding chemical formula calculation and chemical equation calculation will satisfy the students’ thinking logic and cognition order of chemistry study. Learning key concept based on the built prototype framework helps the students understand better and fully master the key concepts of junior high school chemistry.The Ninth Grade chemistry teaching design follows the students’ learning principle of chemistry basic learning concepts, which greatly improves the students’ scores, and relatively helps to clear the students’ chemistry basic concept. It basically solves the study differentiation problem from the end of the third chapter. The students’ learning interests and efficiency and the chemical thinking ability are massively improved. As a result, the teaching effect is extraordinarily significant.