Teaching Design And Practice Of Chemical Ion Reaction In Senior High School Based On Triple Representation

Throughout history,from ancient times to ancient times to modern times to the present,every social progress is inseparable from the great contribution of chemistry,and the development of chemistry is inseparable from middle school students' learning of chemistry.This paper mainly studies high school students' learning of ion reaction from the macroscopic,microscopic and symbolic aspects.Ionic reaction is a key and difficult point in high school chemistry,and also a specific requirement of the new curriculum.The thinking mode of triple representation is helpful for students to understand the essence of chemical reaction and flexibly apply it to real life.Meanwhile,it is also helpful for students to learn other subjects.Therefore,based on the teaching design of ion reaction based on triple representational design,the author carries out practical research on students' learning ion reaction,strives to find the best way for students to learn ion reaction and form a good learning thinking,and at the same time provides teachers with teaching ideas and theoretical support.Of this research is mainly on the triple characterization of ion reactions and the high school teaching design research,on the basis of the application of the triple characterization analysis of ionic reaction teaching,research and design,and then based on the triple characterization of ion teaching design is applied in practice,then tested on a regular class and practice class,using scientific analysis method for data statistics and analysis.Through data analysis,it can be concluded that the ion teaching design based on triple representation is more conducive to students' understanding of the essence of ion reaction and flexible application of ion reaction.Especially when it is more difficult to test the ion reaction,the ion teaching based on triple representation is more conducive to students' mastering the essence of reaction.This paper is mainly composed of the following chapters:Read the literature of the triple characterization study,discuss the reason of the students in middle school chemistry learning difficulties,the results show that the students learning difficulties mainly exist in the transformation between the symbols of the micro and ability is bad,not a good combination of macroscopic,microscopic and symbolic representation,and are not able to associate it with the students' daily life organically relates in together,students are difficult to understanding of the chemical reaction substance.Based on the triple characterization and combining with the characteristics of chemistry discipline of electrolytes and ionic reaction case design,pay attention to in the process of teaching students in the microscopic understanding of solution and the chemical reaction,helps the student to carry on the macroscopic,microscopic and symbolic transformations,including macro mainly,is proved by experimental observation,the precipitation microscopic main customs clearance simulation animation,conductivity,etc to help students understand the essence of the chemical reaction,in order to improve the ability to switch between macro and micro and symbols.The control class and experimental class were set up to conduct teaching practice on the two case designs,and the relevant test questions were prepared to test the students' triple representation ability.According to the data analysis of the first questionnaire survey P=0.017081,with significant difference between 0.01 and 0.05.The result of the second survey was P=0.036188,and there was a significant difference between 0.01 and 0.05.The comparison of the overall average score and accuracy of the two questionnaires showed that the average score of the written test class of class 9 was 1.84 points lower than that of class 10 in the first questionnaire survey,and the accuracy rate was 11.72% lower than that of class 10;the grading score of class 9 was 2.9 points lower than that of class 10 in the second questionnaire survey,and the accuracy rate was 20.71% lower than that of class 10.The second questionnaire topic is greater than the first questionnaire difficulty,according to the result of data comparison based on triple characterization of ionic reaction teaching design result is higher than that in comparative classes experiment result,and the average difference of ionic reaction test was obviously higher than that of the electrolyte test score difference,so when try harder,ion teaching design based on triple characterization of the effect is more obvious.The ion instructional design based on triple representation design has been proved to be helpful for students to learn ion reaction.Especially when knowledge is deeply studied,the learning effect based on triple representation is more obvious.