Investigation On The Alternative Framework Of High School Students’ Primary Batteries

The purpose of this study is to find out alternative framework of high school students about the knowledge of primary batteries,using research methods and a two-stage questionnaire as a research tool.The design point is designed from the three aspects of the reaction principle of the primary battery,the formation conditions of the primary battery,and the application of the primary battery,I surveyed 333 high school students from a key middle school in Zhaoqing City about the alternative framework of primary batteries,analyzed the reasons for the alternative framework.After analysis,the conclusions of this study are as follows.(1)The changes in the primary battery phase of students of different grades.With the deepening of learning,37.50% of the primary battery knowledge of the alternative framework situation has improved.28.13% of the primary battery knowledge is expected to become more alternative framework.The alternative framework of 21.88% of the primary battery knowledge is expected to change in Senior Two,the situation of alternative framework is deepened in Senior Three.The alternative framework of 12.5% of the primary battery knowledge is expected to deepen in Senior Two,and improved in Senior Three.In addition,it is related to the difficulty level of knowledge,the span of knowledge learning time,and the degree of attention of teachers and students.(2)Knowledge points of students of different grades on the degree of alternative framework of primary batteries greater than 20%.The alternative framework of the primary battery is mainly concentrated on the formation conditions of the primary battery in Senior One,including conductive electrodes,conductive medium,current loops,and the use of primary batteries.The alternative framework of the primary batteries is mainly concentrated in the primary battery reaction principle and formation conditions in Senior Two and Three,such as conductive electrodes,conductive media,and the use of primary batteries.Especially in the conductive medium of the primary battery,the positive and negative electrodes ofdifferent media and the description of the phenomenon of solid-forming galvanic cells,the three grades have a deeper degree of alternative framework.(3)The difference between the test results of the regular class and the key class in the same grade.The scores of the three grades of the key classes are almost higher than the average class scores.The total score of the questionnaires in the key classes is higher than that of the regular classes.That is,the answer to the second-stage questionnaire of the primary battery of the key class in the same grade is better than that of the ordinary class.At a confidence level of 0.05,there are significant differences in the test scores of the three grades of regular classes and key classes,the test scores of the key classes were significantly higher than those of the regular classes.(4)Regarding the alternative framework,the difference between the regular class and the key class in the same grade.The study divided the error rate of the primary battery knowledge points into three equal times: low error rate knowledge point(0~20%),higher error rate knowledge points(20%~50%),the highest error rate knowledge points(50%~100%).The average class in the three grades has produced more alternative framework than the key classes,and the proportion of people who have a alternative framework relationship is also higher.The proportion of the alternative framework in ordinary classes at higher error rate knowledge points is much higher than that of key classes in Senior One.The ratio of the alternative framework of ordinary classes in three equal knowledge points is much higher than that of the key classes in Senior Two.Ordinary classes have a much higher proportion of the alternative framework on the low error rate and higher error rate knowledge points than the key classes in Senior Three.(5)There are six reasons why high school students have different generations of primary batteries.Firstly,the lack of knowledge of metal elements and their compounds has affected the learning of primary batteries.Secondly,the alternative framework of the redox reaction has influenced the learning of galvanic cells.Thirdly,the alternative framework of the basics of electricity wants to hinder the learning of original batteries.Fourthly,the primary battery design concept contradicts the learned chemical reaction,and it is difficult for students to give up the primary concept.Fifthly,the negative migration caused by the typical galvanic model hinders the learning of galvanic cells.Sixthly,the teaching methods and teaching contents of teachers are unreasonable.Finally,based on the above conclusions,the research gives corresponding suggestions on the teaching practice and future research direction of the primary battery concept,providing reference for frontline teachers and future researchers.