Research On High-school Chemistry Learning Progressions For "Electrolytic Cell"

“Electrolytic cell”is one of the core knowledge of high school chemistry curriculum.Electrolytic cell is not only involved intheoretical konwledge,but also is closely realated with the knowledge of element compoundsand redox reactions.So many students will encounter a variety of the electrolytic cell.Therefore,in prder to understand the students' understanding of the core knowledge of the “electrolytic cell” and the problems and obstacles encountered in the learning process,the following work was did.The basic research part,the meaning of the “electrolytic cell”learning progression was understood.Research on the status quos of learning progression were described from these aspects of background,origin,and development process.Acorrding to the number of papers and scope,the literatures were finished in CNKI.The articles about chemistry teaching learning progression were compiled.The support research part of preparation was made.The support research part,first the core concepts of "learning advanced" ? "core knowledge" was defined.Secondly,according to the curriculum standards and college entrance examination requirements,the high school chemistry "electrolytic cell" learning requirements level was sort out,and the electrolytic cell core knowledge are divided according to the five types.The level of core knowledge understanding divided into five levels.At last,the advanced model was built.The core research part,first of all,according to the support of the research part of the advanced model and five knowledge-level designed the "electrolytic cell" special test questions,Then implement it.Finally,SPSS13.0 software was used to analyze the difficulties and problems encountered by students.Through analyzing the statistical results of test,the conclusions are as follows: With regard to the understanding of the core knowledge of "electrolytic cell",there were significant differences in the overall situation of senior high school sophomores and senior students.And there is no significant difference in the level of one or two.And the significant difference was appeared in level three.Then the relevant teaching strategies are presented.Finally it isconcluded that the teachers' teaching level and students' learning ability was promited by learning progressions.Therefore,in the next teaching,inorder to advanced starting point,the basic level of knowledge of students should be fully understood by teachers.Only if we find out the differences between students' cognitive structure and new knowledge,can we achieve ed the advanced integration of teaching content.