Research On The Cohesion Of "Chemical Calculation" Knowledge In Middle School Textbooks By People Education Press

One of the Modern chemistry research's characters is from qualitative research to quantitative research. From an aspect of quantity, chemical calculation is an important cognitive activity to do research and comprehend materials and their changing laws. It is distinguished from normal mathematical calculation as it is based on knowledge such as chemical concept, principles of chemistry and the element chemical compound. By the dint of signal forms of abstract thinking can this calculation be achieved. Throughout the whole high school textbooks under the New Course Reform, the contents about chemical calculation is also one of the indispensable part of all kinds of examinations. Seemingly, chemical calculation is just a matter of calculation. However, it is a concrete indication of integration of chemical knowledge as well as a reflection of students' comprehensive ability. In virtue of analyzing the chemical calculation in all textbooks of high school, a fact will be found that it is spotted in different knowledge, which provides the foundation for researching on coherence knowledge and teaching about chemical calculation.Both constructive learning theory and programmed teaching method stress the meaningful construction of knowledge. They suggest that new learning is based on original learning. With the deepening reform in new coarse and teaching of middle school chemistry, front-line teachers gradually realized the importance of articulated chemistry knowledge in the new textbooks. Therefore, by division of two theories aforementioned, research on the coherence of chemical calculation in new PEP middle school textbooks could be done. First of all, investigation and survey of middle school chemistry teachers should be improved to understand teaching present condition and problems of chemical calculation existed in the teaching. With focus on these concrete questions, chemical calculation could be mainly classified into six categories. They are calculations based on chemical formula and chemical equation, calculation of solution concentration, amount of substance oriented calculation; calculations related to chemical equilibrium and chemical reaction rate and calculations of chemical reaction and energy as well as others. On the basis of these, I will try to give priority to the provenance of these six calculations in textbooks and coherence of learning in textbooks. In order to help teachers on the front, induction, analysis and summary of the development in different stages are given. At the same time, good and improper learning coherence are put forward. As for improper coherence, concrete improvement opinions are introduced in forms of specific teaching examples. In the end, there are some suggestions for teaching and learning of high school chemical calculation. Firstly, carefully research and analyze the curriculum to grasp the degree of extension and deep of teaching content. Secondly, deeply analyze teaching material, find the correspondence in knowledge and do a good job in transformation between high school and high school and that between compulsory coarse and optional coarse. Thirdly, pay close attention to the relationships among knowledge and stimulate students' initiatives. Fourthly, systematically analyze the knowledge and pay attention to students' mastering the concept of chemistry. Finally, pay attention to the comprehensive teaching about relevant chemical calculation.These researches will help teachers to learn deeply coherence of chemical calculation in high school textbooks in practical teaching, make teaching thought and knowledge venation clear and bridge the knowledge gap so that a smooth transition of knowledge and teaching step by step could be achieved. These studies will help students grasp the structure of chemical calculation, figure out venation of chemical calculation and establish a complete system of knowledge structure. In this way, students can form a scientific learning method and their ability to analyze and address problems could be cultivated. Because the author has no experience in teaching, the research content is derived from the analysis of textbooks and first-line teachers' teaching and research. The result of research has not been carried on practice yet, so the deficiency of it should cause the attention of front-line teachers for subsequent research.