Study On The Learning Strategies Of "Ionic Reaction" And Its Related Concepts Of High School Students

Ionic reaction penetration in which, and becomes its core in senior high school chemistry. At the same time, it is one of the important principles of study high school chemistry and a key of study high school chemistry. It is provided with abstractness, complexity and comprehensiveness. It is difficult to study for the students, but as the basal knowledge, concept and a stepping-stone to study chemistry, it is necessary to study and grasp the concept and relative concept. And another hand, some questions such as the writing of ionic birefringence equation, ions coexistence, addition of the ions reagent and the order of the addition of the ions reagent are hot point all the way. From the reaction of acid, alkali, salt studied in the junior middle school(double decomposition reaction) to ionic reaction studied in the senior middle school, these give expression to the change of students’ cognition on all sides. Therefore, it is necessary to make the students understand the concept and to the cognitive level of chemistry curriculum standard requirements. After investigation and research, this thesis get that there are various problems in the studying ionic reaction and its related concepts. Through the difference of the ability of concept of constructivism understand for the students in their learning process, we discuss the different problems among the students when they solve the questions about ionic reaction and its related concepts. And then explore the students’ cognition on the feature “Ionic reaction” to provide suggestions effective by analysis and research for students learning ionic reaction.In the search on the characterization of ionic reaction and its related concepts, Test questions are implemented to the students in different grades, that is the questionnaire, exercise test on the related concept of ionic reaction, and interviewing method, literature and other several kinds of scientific research methods. Through studying data and materials, we find the characteristics and diversity when the students learning this part and search the differences of the students’ responses to ionic reactions and the related concepts at different levels. Then we reveal the cognitive development of students’ learning ionic reaction and the related concepts. According to the test results of the basic concept of ionic reaction, the common methods of conceptual representation used by students are propositional representation, producing representation and imagery Representation. According to the questionnaire on the study of the concept of the high school ionic reaction, there are great difficulties in the study of the writing and ion coexistence for the high school students.