Research On Core Concepts Of “Electrolyte Solution” In Middle School Chemistry Textbooks And The Learning Progressions

The author sorts out the basic concepts and theories in the chemistry textbooks(PEP) of high school by combining the contents and requirements of the 2014 Chemical college entrance examination’s test outline( national new curriculum standards)that made to “electrolyte solution”. And then the basic concepts and theories, which have been sorted out are clarified through the concept maps on the basis of the relevant standards in the “chemical curriculum standard for junior high school(revised draft)” and the “chemical curriculum standard for ordinary high school”. Thereby, the author generalizes 3 core ideas in “electrolyte solution” field of middle school’s chemistry, namely: the ionization, ion reaction, Le Chatelie’s principle.The author determines the learning progressions of these 3 core ideas by analyzing the curriculum standards, test outline and the existing study of students’ misconceptions in “electrolyte solution” field.On this basis, the author conducts an empirical study of the learning progression of the core idea about “electrolyte solution” in middle school chemistry. The author takes the teaching content “ionic reaction” as an example, which is in high school compulsory chemistry 1 and design two teaching plans for the content. The first teaching plan is designed in accordance with the traditional mode of teaching. The second teaching plan refers to the learning progression that has been planned and is designed around the core ideas. In the first term of senior Grade one, the author follows the first teaching plan to teach an Experimental Class and a Control Class. In the beginning of the second term, the students of senior Grade one in the Experimental Class and the Control Class are pre-tested with these teaching contents.Then the author utilizes the self-study night time to teach for the second time in the Control Class by referring to the first teaching plan, and use the second teaching plan to teach in the Experimental Class. After these chapters being taught, both of the two classes are post-tested. By comparing and analyzing their test scores of pre-test and post-test, the author draws to a conclusion that learning progressions of core ideas of“electrolyte solution” will propel students to learn well and promote teachers to teach well.