A Research Into Errors Exploration Of Sodium And Its Compounds Of High School Chemistry

The knowledge of element compounds is the pillar of chemistry discipline.When the fresh students in high school begin to acquire the knowledge of element compounds, they learn the sodium first. Furthermore, the sodium is one of the testing points preparing for college entrance examination. During the teaching,the author finds the students gain the better-understanding of the sodium and its compounds(from the Compulsory 1 in PEP edition), but there still remain too much mistakes in the related exercises and the scores they get after tests are not ideal. Many students reflect that the knowledge of sodium and its compounds is complicated,extensive and incoherent,which holds no rule for them to memorize.Therefore,in order to figure out an efficient teaching strategies for the following teaching work on the knowledge of sodium and its compounds,the author thinks it is necessary to make a detailed research into the mastery level and recognition features of the students.Based on the research focused on what the mistakes are, why mistakes made,and how mistakes avoid,and on the requirements of the Ordinary High School Chemistry Curriculum Standardt,he author divides the knowledge of sodium and its compounds into four parts:Knowledge Skills,Methods and Comprehensive application. The author also compiles a testing paper and a research paper aimed at the learning results and mastery level of the high-school fresh students acquiring the knowledge of sodium and its compounds. By figuring out the frequency of each incorrect problems,the author explored the reasons from the students’ metacognitive ability, the representation of declarative and procedural knowledge, and the teaching strategies. The reasons and teaching strategies are as following:First, The metacognitive ability affects the students’ attention on incorrect problems、The lack of declarative knowledge leads students to make mistakes on knowledge and skill、The lack of procedural knowledge affects the students on the application of methods and the understanding of comprehensive knowledge 、Teachers’ lack of comprehensive grasp of three-dimensional object leads to thestudents’ incomplete knowledge system.Second,To cause the wrong solution targeted teaching strategy: namely, to cultivate the students’ metacognitive ability,using fits a pattern of students’ thinking ways and methods to supplement the declarative and procedural knowledge, and improve students’ ability to apply for the two types of knowledge, to coordinate the relationship between the 3 d object, pay attention to the cultivation of students’ practice ability and innovation ability,improve the students’ cognitive structure.