Study On The Learning Process Of Redox Reaction

Since the 1990s,the US government has successively issued the National Science Education Standards and the National Competitiveness Act,emphasizing the important role of science education in basic education.For the first time,the bill proposes that there is a wide and deep problem in the teaching of scientific practice.There is a lack of related education between the huge knowledge points.The teaching only focuses on the breadth of knowledge and lacks the depth of knowledge.In July 2011,the United States promulgated the "K-12 Science Education Framework:Practice,Interdisciplinary Concepts and Core Concepts".Its greatest feature is the integration of learning into the science education curriculum to promote the development of global science education.A far-reaching impact.Learning advancement is a series of simple,complex and interrelated concepts around the core concept.It is a "concept sequence" that extends from elementary school to high school and is logical and conforms to the law of student development.It is intended to change the current situation of lack of convergence between courses,and to connect scattered content to form a knowledge structure.As the basic teaching content of high school chemistry teaching in China,redox reaction plays a role in expanding the chemical network and extending the teaching content.It has always been regarded as a difficult point by the chemistry teachers.In view of this,the learning content of the redox reaction is studied.Advanced research,through the adoption of effective teaching strategies to deepen the teaching and research of redox reaction,helps to promote the level of chemistry teaching to a higher level.The full text is divided into five parts:The first chapter is an overview of the research,expounds the background of the advanced theory of high school chemistry application learning,and discusses the significance and purpose of the research.This paper proposes the method of questionnaire test and interview method to determine the advanced design ideas.The second chapter is theoretical research,which discusses the concept,essence,composition,characteristics,verification and educational value of learning advanced,expounds the research on learning advanced and redox reaction at home and abroad,and draws on the advanced theoretical foundation and experience at home and abroad.Through the research and analysis of the basic methods of construction,trying to build the basic framework of this research.The third chapter is the research process,constructing the knowledge structure of redox reaction,combing the redox knowledge from the compulsory and elective textbooks of junior high school and high school,and establishing the knowledge structure diagram of macro,micro and application level,according to the cognitive development of understanding?mastering ?application The route to construct an oxidation-reduction reaction is advanced to five levels of learning.The fourth chapter empirical analysis,based on the basic foundations of the students in high school chemistry teaching,constructs the basic framework and theoretical model of learning advanced,selects Beishan Middle School in Yongchuan District of Chongqing as the research object,conducts teaching interviews with teachers,and conducts pre-testing on students.And after the test,the reference to learning advanced has a significant effect on improving students' chemical performance.Chapter ? Conclusions and Prospects.Rethinking the advanced learning of high school redox reaction,and looking forward to learning advanced teaching.Finally,this study believes that the advanced analysis of learning is the research process of students from the initial stage to the refined stage.Due to the limited scope of this study,for the higher level of learning,it is necessary to expand the scope of research in the future teaching.Education is doing its best.