The Application Of Concept Map In The Teaching Design Of High School Chemistry Concept

Chemical concept is the basis of the chemistry knowledge system, High School Chemistry Curriculum Standards (experimental) makes the requirements for chemistry concepts to students, and we can see the chemical concept teaching chemistry play an important role in high school teaching work. Constructivism advocates the learning of concept should internalize basic concept to the learner's own knowledge structure, but in actual classroom teaching, the implementation of concept teaching does not reach the designated position, teaching effect is not optimistic. Instructional Design as the pre-implementation activity before teaching is the optimization of classroom teaching and has a great influence on teaching effect. According to the general principles of instructional design, instructional design is made based on the analysis of curriculum standards, textbooks, students, teachers and other factors. Concept map as a tool for structural characterization can visually indicate hierarchy characteristics and hierarchy contacts, so it can analyze various factors affecting the Instructional Design. In addition, the concept map is a diagram tool, and can clearly present the concepts and the relationships between concepts, and form a network structure of knowledge to assist the learning of chemical concepts. The application of concept map in the design of chemistry concept instruction design can promote the teaching effect of chemistry concept from teachers and students two aspects.This study is based on meaningful learning theory of cognitive development stage theory and constructivism theory, and concept map is applied to the preparation of the instruction design, the implementation stage and the reflection stage, forming a general procedure of concept map used in instructional design. And it is designed and has an empirical concluded taking "Redox reaction" first class for example. Based on the use of concept map for chemistry concept instruction design and its classroom teaching effect, the research includes the following four parts:?. Introduction. This part mainly discusses the background and the main research problems, as well as the stage of research and the main research methods and the research significance.?. Research Review. It discusses the basic meaning, the origin of the concept map, and its practical application; the definition of instruction design, the development stage and new requirements to instruction design. On the basis of combing literature, this paper elaborates the domestic and foreign research of concept map, and carries out the theoretical basis of this study in detail.?. Design and Application Case. The researcher tries to construct the general operating procedures of the chemical concept instruction design by using concept map from concept map's nature, function, structural characteristics. Then, the researcher sorts out some of the basic concepts of high school chemistry, taking "Redox reaction" first class for example, and makes a specific teaching case using the general operating procedures.?. Case Study. The teaching case is implemented into classroom instruction. Experimental class adopts the instruction design of this study, and comparative class adopts the traditional instruction design. From two aspects teacher evaluation and teaching effect, the researcher analyzes the experimental results. Teacher evaluation adopts qualitative analysis, and teaching effect takes qualitative and quantitative analysis.?. Conclusion and Suggestion. Through theoretical analysis and experimental results of the study, we obtain the following conclusions:Using the concept map into the chemical concept instruction design has unique advantages for chemistry concept, and can improve teaching effectiveness and forming a general procedure of concept map used in instructional design. It ensures the integrity of the instructional design and takes into account both of the beauty and simplicity and receives the recognition from the teachers. In addition, it has a reflection on the using of concept map into the chemical concept instruction design, as well as takes the problems found in the process of empirical into account and makes a suggestion for further research.