An Empirical Study On Promoting The Understanding Of Electrolyte Concepts In High School Students By Using Digital Experiments

The concept of chemistry plays an important role in the middle school chemical knowledge system,and it is also the focus and difficulty of students' learning.Students have been optimistic about the learning of chemical concepts.The electrolyte concept is one of the core concepts of high school chemistry.The relevant knowledge points are involved in the compulsory and elective stages,and the difficulty spans from compulsory to elective content.Due to the abstract nature of the electrolyte concept,students can not form a good cognitive structure after learning,and there will be a large number of heterogeneous thoughts in the learning process,which will cause students' learning difficulties.Digital experiments can promote students' understanding of chemical concepts from the macro-micro-symbol-curve four-fold representation.Therefore,this study attempts to start from the teaching and explore the influence of the teaching tools selected in this study-digital experiment on promoting the understanding of students' electrolyte concept.It is expected to provide reference and reference for the concept learning of high school students and the concept teaching of teachers.This study summarizes the existing teaching and research on electrolytes,analyzes the content of teaching,and finds the key points to promote the understanding of students' electrolyte concepts.Through the research on the isomerization of electrolyte phase,it summarizes the difficulties that hinder students' understanding of electrolyte concepts.And through the use of digital experimental technology to develop relevant experimental cases and apply them to teaching research.After the teaching activities,the differences between the experimental class and the control class students were tested by the test volume,and SPSS 24.0 was used for statistical analysis.The semi-structured interviews were used to explore the cognitive differences of students in the process of conceptual understanding;quantitative and qualitative research methods Combine and further analyze the students' conceptual understanding and draw the following conclusions:1.Combine the difficult and difficult points of the electrolyte concept,design and develop four digital experimental cases2.The digital experimental case designed and developed in this study has a positive effect on the understanding of high school students' electrolyte concept.3.Establish a teaching resource package for middle school teachers to use in chemistry teaching.Based on the research results,this paper proposes two suggestions for promoting the understanding of students' electrolyte concept.Finally,reflect on the inadequacies of this study.The innovation of this research is to analyze and summarize the existing heterogeneous thoughts about the electrolyte concept.With the aid of digital experiments,four digital experimental cases are developed and designed through the macro-micro-symbol-curve quadruple representation.Promote the understanding of the student's electrolyte concept.