A Survey Study On The Development Level Of Chemical Change Idea Of High School Students

The study of middle school chemistry is not only the simple memory of chemical knowledge,but also the basic idea of chemistry formed by high-level thinking activities on the basis of specific chemical knowledge,which is more valuable than specific knowledge.One of the basic problems of chemical research is material change,so the idea of chemical change based on a large number of specific knowledge of material change has important value.However,the related research on the idea of change mainly focuses on teaching research.There are few theoretical studies on the idea of change,and there are few test studies.Both of them have a very important role in promoting teaching.Therefore,this study will analyze and define the connotation of chemical change idea,divide the development level of high school students ’chemical change idea,and carry out investigation and research on the development level of high school students ’ chemical change idea.First of all,through the literature review of the existing related research,the connotation of the basic ideas such as ’ idea ’,’ change ’,’ chemical change ’ and ’ change idea ’ is analyzed.It is believed that the change idea refers to people ’s general understanding of the phenomenon of material change in contact,which is manifested in the habit of thinking and consciousness that can consciously use the viewpoint of atoms and molecules,chemical thermodynamics and dynamics theory to explain the phenomenon and law of macroscopic material change.Then,through the analysis of the knowledge content covered by the idea of change in the junior and senior high school chemistry curriculum standards and textbooks,the content advancement and core ideas of the idea of chemical change of senior high school students are sorted out.According to the SOLO classification theory and the understanding of high school students ’chemical change idea,the thinking development level of high school students ’ chemical change idea is determined.Third,integrating the analysis of content dimension and cognitive dimension,the high school students ’ idea of chemical change is divided into four development levels : Level1 is the macro phenomenon based on material change,summarizing,reasoning and understanding the basic characteristics of material change;level 2 is to understand the microscopic nature of chemical changes,master the concept of chemical reaction principles,and use symbols for characterization and quantitative analysis.The level 3 is related to multiple cognitive aspects of material changes,establishing relevant chemical models,and using models to reason,explain,and predict;level 4 is to form a systematic understanding of material changes,explain and predict new material changes,expand to the actual and unfamiliar fields of production and life,and propose specific descriptions and thinking characteristics corresponding to each level.On the basis of theoretical research,the development level of high school students ’chemical change idea was investigated.First of all,according to the development level framework of high school students ’ chemical change idea constructed in this study,the measurement tools are developed.During this period,several contextualized projects were designed for each level,and experts were invited to test their validity.After the project was revised according to the revision suggestions,a preliminary measurement tool was formed.A sample of senior three students was selected for preliminary test,and the performance of the measurement tool was tested by Rasch model.According to the optimization problem reflected by the data,the measurement tool was further revised to form a new measurement tool.The test data reflected that the revised measurement tool had good performance and could be used for testing.Then,the data of the actual test are analyzed to obtain the current situation of the development level of high school students ’ change idea : the development level of high school students ’ chemical change idea is relatively high,most of them are at level 3,a few are at level 4,some are at level 2,and a few are at level 1 and below.In addition,it is also found that there are significant school differences in the development level of chemical change idea,and there is no significant difference with gender.The development level of change idea in urban high school is significantly higher than that in county high school.The level of chemical change idea of boys is slightly higher than that of girls,but there is no significant difference.The innovation of this study is to define the connotation of chemical change idea through theoretical analysis,divide the development level of high school students ’ chemical change idea by combining content dimension and cognitive dimension,develop a good performance measurement tool for the development level of high school students ’ chemical change idea,and measure the development level of high school students ’ chemical change idea.