The Research Of The “ Electrolyte” Teaching Design Based On Conceptual Change

“Electrolyte” plays a significant role in the high school chemistry. Students' understanding about the related concepts of "electrolyte" directly affects the further comprehention about the ionization balance, ionic reaction, the hydrolysis of salt. However in the practice of teaching, students have various understanding about “electrolyte” which is vague or even wrong, we called “alternative frameworks”. So in the teaching process, teachers should realize the students' alternative frameworks before they study., then choose an effective teaching model and a targeted teaching strategy, which can transform the students' vague, unclear, even wrong concept into the right, consistent with scientific one, this process is called " conceptual change ".Based on review of "Electrolyte teaching design", etc, the thesis analyzed “electrolyte” in the new curriculum standard textbooks on the basis of “conceptual change” teaching model. The questionnaire has been used to reveal the students' alternative frameworks, in order to conclude the key points and difficulties. Further more,we conducted Instructional Design based on conceptual change. To verify the teaching efficiency, we put the design/ theory into practice. The result indicates that the experimental classes showed remarkable enhancement in compare of the control classes. therefore teaching based on conceptual change can benefit to student for the deep understanding,and establishing the connection between the concepts, then forming a certain concept system eventually.The thesis consists of nine chapters, the main contents are as follows:The first chapter, clarifies the reason for selecting this topic..The second chapter, summarizes domestic and abroad research about alternative conception.Consist of current research field,the consensus and the trend of development,then through the analysis of domestic problem to find the breakthrough for research. The third chapter, puts forward the purpose and task of resoarch..The fourth chapter, expounds the chemistry teaching design ideas based on the conceptual change.The fifth chapter, the teaching material content analysis. Firstly, understand the requirements of this section in the curriculum standard.,and contact the requirements of middle school, high school to clear the significanceand importance of this section. Secondly, analysis the teaching material and the related knowledge about this section, compared with the different versions of the textbook as well. Through the above analysis, establishe a knowledge framework of this section, and acknowledge the important concepts of this section.The sixth chapter, analyze the learning situation of the students... Through the questionnaire and student interview, we realize the students' original knowledge. The teaching goal and the difficult point can be established by combining the analysis of the teaching materials.The seventh chapter, instructional design. According to the questionnaire and student interviews, "electrolyte” was designed on the basis of the analysis of the teaching material, which is prepared for teaching.The eighth chapter, research about the teaching practice. Used a home-made knowledge test for teaching effect, and SPSS software for data analysis, thus come to the conclusion.The ninth chapter, research conclusion and prospect. Summarizes the research results of this paper, and put forward problem that need further solve.