Teaching Practice Research On "Ion Balance In Aqueous Solution" Based On Conceptual Change

"Ion balance in aqueous solution" is not only one of theimportant knowledge of chemistry in high school, but also the keyand difficult point of chemistry teaching and learning, so it is acommon phenomenon for students to produce the misconceptionsin the process of learning. The following three questions are mainlystudied and solved in this thesis:(1) Knowing about whatmisconception exists in students’ understanding of " ion balance inaqueous solution" in Grade3in high school;(2) Exploring theeffective methods on the conceptual change of teaching "ionbalance in aqueous solution";(3) Developing students’ ability tounderstand concept on "ion balance in aqueous solution".The content of the study is "ion balance in aqueous solutions".In this study, the author designs two questionnaires for106students in Grade3in high school to investigate the presentsituation of misconceptions. The result shows that there exist thefollowing problems in students’ learning "ion balance in aqueoussolution":(1) Students are lack of basic knowledge;(2) There is nogood understanding of the nature of the concept for students;(3)Students can not use chemical symbols and terms correctly;(4)There is no scientific way of thinking for students.To solve these problems, the author take46senior high school students in Grade2as the research subjects and carried on the teaching practiceresearch based on conceptual change. The results show that:Through the implementation of the conceptual change teaching canpromote students’ understanding of the concept "ion balance inaqueous solution".This thesis forms the effective ways in concept of teaching of"Ion balance in aqueous solution" on the basis of practice:(1)Teachers should know about students’ former concepts andanalyzing the cause;(2) Teachers should creat context to promotecognitive conflict between students’ former concepts and textbook;(3) Teachers should guide the students to build up new concept,conform the original concept through demonstrating experimentor introducting the scientific point of view;(4) Students can applynew concept to solve problems.