Investigation And Study On The Alternative Frameworks Of "Redox Reaction" In High School Students

Under the background of the new round of curriculum reform,the cultivation of core literacy of chemistry disciplines has become the goal of high school chemistry education,and the mastery of scientific concepts is an important component of the core literacy of chemistry disciplines.Redox reaction is an important concept in high school chemistry.It is the key and difficult point of high school chemistry throughout all stages of high school chemistry.Therefore,based on the teaching practice,this paper aims to explore the alternative framework and influential factors in the study of redox reaction concept in the three stages of high school students.The article adopts the investigation and research method,based on the knowledge of primary and secondary redox reactions and related literatures,and has compiled a set of two-stage questionnaires with good reliability and validity for the three grades of high school.Through a questionnaire survey of 684 high school students in a middle school in Huaiji County,Guangdong Province,the statistics show the different kinds of alternative frameworks and differences in knowledge content.Through the monofactor analysis of variance,the differences in the learning of students of different grades in different dimensions were analyzed.The independent-sample t test was used to analyze the differences in the learning situation of students of different grades in different grades.After investigation and analysis,the study draws the following conclusions:(1)According to the topic of the questionnaire,it is found that the high school students in each stage have more alternative frameworks on the concept of redox reaction,and the various alternative frameworks and numbers of the various phases are obtained.I think that the severity is different,and the specific manifestations of the same kind of alternative frameworks are also diverse.Summarize the alternative frameworks of each grade,and get 20 representative alternative frameworks.Among them,7 are found to be worthy of attention,3 are more serious,and 8 are very serious.(2)According to the knowledge content of the redox reaction,it is found that the phase isomerism is very serious in the oxidative and reducing,organic oxidation and reduction reactions;Relatively serious is the law(the valence state,the law of strength and weakness,the law of strong priority,the law of conservation of electrons),the common oxidants and reducing agents,the design of primary batteries,etc.The alternative frameworks is not serious but relatively more is the knowledge content of component judgment,component relationship,microscopic physical electron transfer representation in the reaction;The content with the least amount of alternative frameworks is the macro-characteristic valence rise and fall,and the four basic reaction relations.(3)The average score rate of the four knowledge dimensions is counted.It is found that the three grades have the best mastery in the “reaction recognition” dimension.The Senior Two students have better mastery in each knowledge dimension than the Senior One and Senior Three students.Through the monofactor analysis of variance,except for the “lawful application” dimension,the average scores of students in the three grades were significantly different(P<0.05).However,there is no significant difference in the “law application” dimension,and the average score rate is lower than other dimensions because the knowledge content in this dimension is a difficult content,and subsequent learning is difficult to substantially improve the understanding level of the knowledge dimension.Multiple comparisons of the analysis results using the Bonferroni method,it was found that there was a significant difference in the average scores of Senior One students and Senior Two students in the “reaction cognition” and “component nature” dimensions.Senior One students and Senior Three students also have the significant difference.In the “knowledge application” dimension,not only there is a significant difference in the average scores of Senior Three students and Senior One students,but also in the average scores of Senior Three students and Senior Two students.After topic-by-question analysis and representative alternative frameworks analysis.It can be seen that the reason for such a difference is related to the knowledge order of arrangement and the knowledge content of the arrangement.(4)At the confidence level of 0.05,the difference analysis between the experimental and ordinary class students,the experimental class and the ordinary class students have significant differences in the understanding of the concept of redox reaction.Summarizing the main alternative frameworks under the four knowledge dimensions,it is found that the main types of alternative frameworks in the experimental class and the ordinary class are basically the same,but in the serious degree of each alternative framework,the ordinary class students are more serious than the experimental class students.The reason is that the students in the experimental class have strong learning ability,good learning attitudes and habits,so the understanding of the concept is more accurate.Finally,the main inspiration of this study is that the main factors that cause alternative frameworks in the study of redox reaction are the complexity and abstraction of the knowledge of redox reaction,the layout of redox reaction textbooks,students' own factors,and teacher factors.The measures to realize the alternative frameworks transformation of the redox reaction are: fully investigating the students' alternative frameworks,enriching the concept teaching methods and teaching strategies,carrying out targeted exploratory experiments,drawing conceptual maps,and trying to get good students to teach others.