Investigation And Teaching Strategy Studying Of High Chemical Compulsory 1

Teaching REDOX reaction is an important part of chemistry concept teaching in high school.REDOX reaction runs through the chemistry teaching in middle school,which is the important tool of learning subsequent knowledge effectively,like elements and their compounds,ion reaction,electrochemical knowledge and so on.There are lots of basic concepts among this knowledge hierarchy,and each concept has a certain amount of abstract and dialecticness.Disadvantage exists normally when fresh students of high school learn knowledge.Students rarely experience learning abstract and dialecticness knowledge with the abstract logical thinking,so they have certain difficulty in learning REDOX reaction.Therefore,the author carried out teaching researches on the knowledge of REDOX reaction from chemistry compulsory 1 in this paper,and learned problems students have in this part in order to put forward the effective teaching schemes to solve the problems and to improve the teaching effect.The research was carried out mainly from the following several aspects:First,the author did a questionnaire survey on chemistry teachers on the job to learn the teachers’ understanding of REDOX reaction knowledge hierarchy and students’ problems universally in this part,so we can know understanding and mastering of this content on the macro level.Second,after collecting students’ homework about REDOX reaction,the author analyzed and concluded their answer situation,and looked for students’ deficiencies in this content.According to the results of the survey,students’ outstanding problems in learning REDOX reaction knowledge mainly manifested in the following aspects:marking valence correctly;the direction and number expression of electron transfer;writing and balancing chemical equations;common oxidant and reducing agent;general rules of REDOX reaction,the rule of oxidizing and reducing ability and quantitative calculation in those reactions.Third,the writer made an analysis of each question examining contents in students’ homework by using the theory of SOLO classification evaluation,which canhelp determine students’ cognitive level they have achieved in the problem solving.The author analyzed the fault points in students’ homework deeply by organically combining traditional centesimal system evaluation method and interview method,as well as discussing the main reasons that students have problems,and put forward some teaching suggestions on settling the corresponding problems.Forth,according to the guidance of relevant educational theories,teaching suggestions presented above and the causes of the formation of the problems,the writer developed effective teaching designs.Fifth,the researcher applied the teaching designs to classroom teaching of the two internship classes and let students from the two classes finish the same homework of REDOX reaction.At last,homework data from the quantitative comparison class and the teaching strategies applied class would be collected.The author compared the data to verify the effectiveness of teaching designs.All these were to examine whether teaching designs constituted by researcher improve those common problems when students learn REDOX reaction from chemistry compulsory 1.