Teaching Research On The Core Concept Of "Chemical Equilibrium" In High School Chemistry Olympic Class From The Perspective Of Learning Process

The national high school chemistry competition is an important competition that encourages young people to know chemistry,understand chemistry,learn chemistry,and love chemistry.It also undertakes the important task of discovering,cultivating,and selecting early outstanding chemistry talents for the country and universities.The National High School Chemistry Competition is currently the highest-specified chemistry activity for middle school students in China.It has the characteristics of wide participation and high recognition.Since 2010,the content of the preliminary questions of the National Chemistry Competition has undergone tremendous changes in both the inorganic chemistry part and the organic chemistry part.The range of subjects is quite wide.For high school students who have not yet systematically learned high school chemistry knowledge,it is very difficult to get started;for competition coaches,it is also a difficult task.On the test questions,the span is large and the difficulty is high.Therefore,for the study of core concepts,it is necessary to integrate the requirements of the curriculum standards and set the advanced concepts of core concepts from junior high school to high school to university,so that the chemistry competition knowledge becomes a natural growth point for chemistry knowledge in middle school.It is very necessary for the current competition class.The teachers and students are practical problems that need to be solved urgently.The middle school chemistry curriculum and curriculum standards have continuously changed in the past decade,and many new themes and contents have been added.In 2017,the new curriculum standards proposed "core literacy in chemistry".The development and implementation of these contents have many overlapping and overlapping parts with university chemistry,especially These modules are "Principles of Chemical Reaction","Structure and Properties of Substances","Basics of Organic Chemistry" and so on.They belong to the content of selection and examination.They are not only the difficulty of college entrance examination chemistry questions,but also the basis of the Olympic chemistry competition.Therefore,to do a good job in the connection between the Olympic chemistry competition and the chemistry teaching of the new college entrance examination,and to study the teaching model for solving the chemistry specialty cultivation of the current competition class,it is more effective to connect with the implementation of the latest college admissions policy "strong foundation plan" proposed by the Ministry of Education.Are of great guiding significance;they are also very important for the guidance of the Olympic chemistry competition in middle schools.To a certain extent,they can guide a batch of high-quality high school chemistry teaching;from a university perspective,doing a good part of this connection will improve the quality of undergraduate teaching.To improve the efficiency of college chemistry classrooms(especially the first-year general chemistry of undergraduates)has a certain role.This article analyzes the learning advancement of the core concept of "chemical equilibrium" at various stages with high-quality high school competition classes as the research object,and puts forward advanced assumptions,combined with their actual teaching work for a preliminary exploration.In recent years,the examination of "chemical balance" in high school chemistry competitions and the chemistry of the new college entrance examination has become more and more novel,more comprehensive,and more selective,and the core literacy of"changing ideas and balancing ideas" has been obtained.Full examination.These two selection methods are more and more relevant and unified in the form of propositions and core test sites.Based on the above background,the author combined with his high school chemistry competition training and high school chemistry teaching practice,put forward the main research questions of this article:(1)Through literature research,clarify the related concepts of the core concept of"chemical balance" and integrate the core concept of "chemical balance" in junior high school,high school(compulsory one),high school(optional)four,university chemistry(chemistry competition),etc.The expected advanced level of learning at the stage,and then teaching design according to the expected learning level of students at different learning stages;(2)In order to further understand the students' existing learning level,before the teaching design practice,the pre-design test questions are evaluated,and then the advanced teaching design of the design is carried out in the chemistry competition class.After completing the teaching,two Design the test questions for the second time,conduct post-testing on the advanced learning of the students,and understand the implementation of the advanced teaching content by the students' answers to the questions.(3)Based on theoretical analysis and practical test,the conclusion of the study is drawn:the teaching of the core concept of "chemical balance" in the perspective of learning advanced theory is in line with the cognitive development of students and is conducive to the construction of core concepts.The full text is divided into the following five parts:The first part:analyze the background of the subject,explain the research ideas,methods and research value of this thesis.The second part:the literature review part,analyzes the definition and definition of the research in this paper and analyzes the current research situation of the advanced concept of "chemical equilibrium".The third part:Advanced analysis of the core concepts of "chemical equilibrium",and advanced framework assumptions.The fourth part:An empirical analysis of the advanced study of the core concepts of"chemical equilibrium".The fifth part:reflection and summary of the research of this thesis,and the prospect of the future.