Teaching Research On Promoting Students' Learning Of The Core Concept Of Chemistry

In the context of the new curriculum reform,chemistry textbooks have generally strengthened the theoretical knowledge of chemistry,but have relatively reduced the number of hours of chemistry classes.Faced with this situation,the teaching centered on the core concept can properly screen and process the teaching content,pay attention to the connection between the knowledge,promote the students' understanding and use,and reduce the mechanical memory,so as to provide a small and refined education.It's possible.Therefore,focusing on the core concepts in teaching is a meaningful research topic.This article takes the redox reaction as the research object,and uses the literature analysis method and the action research method in the research.It systematically analyzes the chemistry curriculum standards,the PEP chemistry textbooks and the high test questions,and builds the knowledge system of redox reactions.The four levels of learning about redox reactions are as follows:Level 1: Understand the basic concepts of redox reactions.Students are required to define the redox reaction from the microscopic essential point of view,that is,the redox reaction is the reaction of electron gain or loss or electron pair shift,which is manifested as the change of elemental valence.Level 2: Use the redox principle to learn the properties of the elements and their compounds.Students are required to understand the elemental cycle law and be able to use the elemental periodic law to reverse the structure and nature of strange elements.Level 3: The electrochemical principle is analyzed using the redox principle.Level 4: Autonomously build redox reactions.At this stage,students should be able to skillfully use the five laws of redox reactions and write complex oxidation-reduction equations and related calculations;they can linkthe basic principles and applications of redox reactions and build a complete knowledge system.The first level of content is the most basic and most important.On this basis,the teaching design of the first level of content is emphasized.The microscopic and essential nature of the core concept of redox reaction is highlighted in the teaching design.The process of electron transfer is symbolized using the single-wire bridge method and the two-wire bridge method.Through the subconcept of antagonism of oxidant and reducing agent,being oxidized and reduced,the students deepen their understanding of the core concepts,and enable students to internalize the core concept of redox reaction during the dialogue process.Afterwards,the relevant design will be implemented in the experimental class,and the teaching effect will be tested through the “two-stage” selection test.Through SPSS analysis of the test results,it is found that there is a significant difference between the experimental class student's grade and the control class student's grade,and the experimental class average The points are significantly improved.The conclusion that can be drawn from this is that teaching centered on the core concept can indeed promote student learning and improve academi performance.