An Investigation On Senior High School Students' Understanding Of Chemical Reaction

The important goal of chemistry discipline teaching is the cultivation of students' chemical scientific literacy,and the core content of chemistry discipline is the learning of the related knowledge about chemical reactions.Thus,a deep understanding of chemical reactions and the formation of the basic concept of chemical changes are considered to be effective ways to improve students' chemical scientific literacy.The study of related content about chemical reactions passes through the entire process of chemical learning and is likely to confused students due to its large amount of contents and knowledge points,which is the key point of chemical teaching as well as the difficult point of students learning.Therefore,it has great practical significance to investigate the state of senior high school students understanding of chemical reaction and to reveal the problems existing in their understanding.Based on the above research purposes,the author put forward three specific research questions.First of all,get to know the situation of senior high school students understanding of chemical reaction among different grades.Second,on the basis of the collected data,analyze the difficulties in students understanding of chemical reaction.Third,according to the discovered problems,propose the corresponding suggestions for future chemical teaching.The thesis,by adopting questionnaire method to investigate 284 senior students' understanding of the chemical reaction and after the overall analysis as well as dimension analysis,found that the whole situation of senior students' understanding to the related content about the chemical reaction was not very optimistic:the degree of their comprehensive understanding was generally at a lower level,the approaches of their answers were stay on a relatively lower level too,and most of the students' answers did not reach the stage that should have been achieved.The major conclusions of this thesis were listed as follows:Firstly,The level of students' generalized cognition and comprehensive understanding to the chemical reaction was generally at a lower standard;besides,the thinking mode of combining “macro-micro-symbol” has not formed yet;what is more,students' understanding richness of the specific chemical reaction was not high either;for the value of chemical reaction,students in different grades basically held a positive attitude and could make relatively concrete discussions.Secondly,in terms of understanding chemical reaction from the perspective of its essence,most of the students did not reach the level that should have been achieved.Thirdly,in the case of understanding chemical reaction from the perspective of energy,most of the students' ability remained in the level of junior middle school,just a few students could explain the change of energy from the view ofmicrocosm and semiotics.Fourthly,the abundant degree of students understanding of chemical reaction rate was generally lower.With the growth of grade,this condition was improved in a slightly way.And the students of grade two and grade three did not come up the expected level.Fifthly,both grade two and grade three were at a lower degree of all-round understanding chemical balance,and the grade three did not perform better than grade two.Whether grade two or grade three,their answers were mainly concentrated on the first four aspects and few students could reach the standard level.On the basis of the above research results,the author put forwards some suggestions to teachers for their further teaching about the related content of the chemical reaction.