Teaching Study Of Chemical Balance Constant In High School Chemistry

Since the introduction of core literacy in 2016,the requirement of building the core literacy system of chemistry discipline is also accompanied by the provisions of the new curriculum standard.It is imperative to establish the core literacy of chemistry subject and link the theoretical knowledge with the practical teaching.The chapter of chemical balance is of great significance in the cultivation of the core quality of the subject,and the equilibrium constant is the core point of chemical balance learning,which shows the spirit of the core quality of chemistry from the perspective of quantitative thinking on the basis of qualitative analysis,and provides important analytical methods for the problem of chemical balance in middle school.The research of this topic is divided into the following parts:1.through the relevant literature,to understand the current domestic and foreign research on chemical balance and research results.On this basis,the core knowledge point of the study of chemical balance---the chemical equilibrium constant is determined.2.The core concepts based on the research---the significance of chemical core literacy and quantitative thinking to the teaching of chemical balance,and the theory of teaching design and constructivism on which the subject is based.3.analysis and comparison of three different versions of chemical teaching materials on the chemical balance constant knowledge arrangement,statistical analysis of the college entrance examination chemistry on the four balance constants of the examination,through questionnaires to understand the current learning status of students on the chemical balance constant.4.Design two different teaching models to carry out teaching,after class set up related issues to evaluate the teaching effect,according to the evaluation results to improve the teaching design,with the intention of finding more suitable for students learning and development of teaching methods.Through research,the following problems have been found in the teaching of chemical balance constants and when students learn to apply balanced knowledge:1,the understanding of the relevant concepts of balance still needs to be strengthened;2,the analysis method of balancing mobility problems cannot be skilled selection;3,the core value and functional understanding of the balanced constant is not thorough enough,the emphasis on computational awareness,migration application capacity needs to be strengthened.Based on the above research,teachers should be good at arranging according to the knowledge of teaching materials,under the background guidance of the core quality of chemistry,reference teaching objectives,combined with the actual cognitive level of students,reasonable design arrangement of teaching content and teaching progress,Create the corresponding classroom problem situation,cause students' thinking cognitive conflict,pay attention to the students' evidence reasoning and model.In the process of learning,students should pay attention to the ability of thinking analysis and inference combining exercise data and images,pay attention to social hot spots in learning life,construct self-knowledge,and form a scientific balanced research system.