The Cognitive Test And Analysis Of The Senior 2 Students’ Learning On Galvanic Cell

As an important part of chemistry education in senior high school,the required courses and optional have been all involved of galvanic cell,moreover, the part of galvanic cell in the optional courses are more obscure and abstract, students are hardly able to get them in the learning progress. Via formulating questionnaires of the galvanic cell and assessing student mastery of those knowledge in three high school,we get these bad results through analyzing statistical data: when high school juniors learn the part, they often make mistakes in judging electrodes,phenomenal description, the mechanism of generation current and so on.Except the galvanic cell itself is obscure, the main keys of these phenomenon are also include: the abstract thinking of students is under developing and can not get them so far, study method is improper, and teaching method is unitary. Some measures are utilized to help students construct galvatic cells cognitive structure scienctifically, which are consist of setting cognitive conflict, through applying handheld technology; lastly, we believe that students will understand the nature of galvatic cells lastly: there are two parts of galvatic cells, one is anode and and another one is cathode, and they are belong to one redox reaction.There are current drifts along the wire between them. Because their voltages are different, and make anions directional moves to form closed loop circuit. Ultimately, galvatic cells converts chemical energy to electrical energy. We developed a teaching case with practical operability,and practice has proved it can obtain the good teaching result.