The Research On The Core Concepts Of Senior High School Electrochemistry And Its Learning Progressions

As the new generation of science education standards,a new theory of "learning progressions " which can promotes the consistency of curriculum,teaching,evaluation arises at the historic moment,learning progressions theory not only focus on knowledge logic structure,but also on the connotation of the core concepts and concept rendering sequence in students' mind,which was built from two dimensions.one is a topic knowledge development and the other is how to gradually develop the students' thinking way of the subject,so,we can say learning progressions theory is the Bridges which can effectively reinforce the communication of courses,teaching,assessment.Core concept of high school electrochemical is REDOX reaction.In this thesis I explores on how to develop students' understanding of REDOX reaction in the process of electrochemical study.The paper has two main parts,the first part is the theoretical part,the theoretical basis of learning progressions on high school electrochemical was constructed from four aspects,electrochemical learning progressions theory was created from three dimensions and four variables,three dimensions refer to the changes of the electrochemical subject knowledge and development of students' thinking,including the students' ability.The core problem electrochemical is REDOX reaction,cognition domain is about galvanic cell,electrolytic cell and the electrochemical corrosion and protection of metals;We discuss the development of the students' thought from chemistry learning characterization of level to the construction of the model,the three representation level of students' chemistry learning,macro,micro and symbols;Students' modeling abilities: knowledge model,model,using the model;Expected performance refers to three levels: understanding of study,practical application,the migration of innovation.The second part is the review research,first I made the test paper on the basis of the learning progressions hypothesis.I revised and improved learning progressions hypothesis through statistical analysis.According to my research results,the electrochemical learning progressions were divided into four levels.Level 2: know about galvanic cell model,establish the galvanic cell device with spontaneous REDOX reaction,summary the relations between the different galvanic cell models.Level 3: understand the galvanic cell,the cell model,analyze and predict the nearly variant galvanic cell and electrolytic cell,write familiar device electrode reaction,summary the relations between electrochemical corrosion and protection on metals.Level 4: establish corresponding relationships between electrochemical device and the electrode reaction formation,improve comprehensive ability to solve simple comprehensive problems.Level 5: use electrochemical model to reason unfamiliar complex device,transform flexibly in three levels.Analyze,write electrode reaction corresponding to unfamiliar complex device.