Teaching Design And Practice Research Of "Redox Reaction" Based On Conceptual Change

Oxidation-reduction reaction is a typical conceptual knowledge of high school chemistry.Learning the “redox reaction” contributes on the learning of electrochemical and elemental compound knowledge in the follow-up.Therefore,“redox reaction”plays an important role in middle school chemistry.Students are not ignorant of concepts before they learn.There are a variety of understandings of the relevant concepts in the mind.Some of these understandings do not correspond to scientific concepts that are alternative conceptions.It can hinder students' learning of scientific concepts.Therefore,before teaching,we need to find out what alternative conceptions the students have.In the course of teaching,transforming these alternative conceptions,developing scientific concept,which is teaching based on conceptual change.The main contents of this thesis are as follows: from the three aspects of concept,oxidation-reduction reaction and concept change teaching,the reasons for choosing this topic are clarified.From the three aspects of dissimilarity conception,conceptual change and redox reaction,the development of related fields,enlightenment,and the discovery that can be improved,are the breakthrough of this research.Based on the above analysis,the purpose and task of this thesis are clearly defined.From the theoretical level,the teaching mode of conceptual change is divided into six steps in this teaching mode:Grasp the teaching material,comb the relevant concepts;pay attention to the learning and life experience,explore and analyze the different ideas of the students;analyze the difficulties of learning and the reasons for the students to produce different ideas;carry out the concept transformation,put forward effective strategies;determine the teaching objectives,design the teaching process;summarize and reflect,promote conceptual change.The specific implementation process is to analyze the concepts and contents of the redox reaction first,and to classify the content from the perspective of conceptual understanding:macro understanding,micro interpretation and application of reasoning.Then explore the learning situation.Self compiled questionnaire survey students' “pre school dissimilarity concept”,literature analysis and understanding of “different ideas after learning”,and then analyze the reasons for the existence of these different ideas,and find effective teaching strategies to effectively change these different ideas.Based on the analysis of teaching and learning,design teaching.“Redox reaction”teaching is divided into three classes.Class hours are mainly divided according to the level of understanding and content.Before the design of the specific teaching process,each class has the corresponding teaching design ideas,including the different ideas of the students in this class,the teaching strategy,the corresponding teaching link and the understanding of the students after the transformation of different ideas.After the lecture was completed,the students of the experimental class and the control class were tested by the post test questionnaire,and the data were processed.The results showed that the results of the control class were low and the results of the experimental class were high.The results were compared and analyzed from the three dimensions of the average score,the student's dissimilarity conception and the students' understanding level.Finally,it can be summed up that the experimental class can achieve such achievements mainly due to the rational use of the concept transformation teaching strategy,which is the innovation of this study and the biggest difference between the traditional teaching and the traditional teaching.Under the guidance of conceptual change theory,the teaching of oxidation-reduction reaction is more conducive to students' learning.