Research On The Development Level Of Chemical Microparticle Idea In High School Students

Microparticle idea is an important basic concept in middle school chemistry education.It is the key for students to truly understand chemistry and learn chemistry well.It is helpful for students to understand and explore chemical phenomena and promote students to develop core qualities of chemistry such as "macroscopic identification and microscopic analysis".At present,the research of microparticle idea is mainly focused on learning progression,teaching design,teaching strategies and so on,and there is a lack of effective assessment tools for the development level of students’ microparticle idea.Therefore,on the basis of elaborating the basic connotation of microparticle idea,this study constructs the development level framework of high school students’ microparticle idea,and develops supporting assessment tools accordingly to help teachers carry out learning situation analysis and carry out teaching in a more targeted way.This study redefines the basic connotation of chemical microparticle idea from three dimensions: elementary microparticles,microparticle characteristics and interaction between microparticles by combing a series of studies on microparticle idea at home and abroad.This paper expounds that the microparticle idea is the general cognition that students acquire through in-depth understanding and active construction of chemistry study,which is manifested as the thought,viewpoint and method to consciously understand the composition of matter,explain the property of matter,predict the change of matter and exert the use of matter from the viewpoint of microparticle view.Based on the basic theory of Chem Query evaluation system,high school students’ microparticle idea is divided into four levels from low to high.Level one is to understand the basic connotation of microparticle view based on the existing macro experience;Level two is able to correctly use chemical language and symbols to represent the composition of particles and the reaction process of matter;Level three is to establish connections between scientific concepts,chemical symbols and everyday experience,and to explain the nature of matter and the essential causes of its changes from the point of microparticle idea.Level four is to construct and use scientific models to solve practical problems,and proactively predict possible properties and reactions of substances from the perspective of microparticle nature.Then,according to the content and academic requirements of particulate knowledge in the new chemistry curriculum standards for middle and high schools,the behavior of different dimensions at different levels is described in three dimensions: elementary microparticles,microparticle characteristics and interaction between microparticles.Based on the framework of the development level of microparticle idea,a supporting assessment tool was developed to measure the development level of high school students’ microparticle idea by combining multiple choice questions with short answer questions.In order to test the rationality of development level and the effectiveness of evaluation tools,first of all,128 senior high school students were selected for the first round of tests,the Rasch model was used to test the quality of the questions,to correct the problematic items,at the same time to increase the difficulty of the appropriate questions,improve the test questionnaire.Then,a senior high school with the same teaching level and student quality as the first round of test was selected.300 senior high school students were selected for the second round of test.The quality test was conducted again.The development in different dimensions is also different,there are gender differences.Finally,based on the research results,some teaching suggestions are put forward to promote the development of students’ microparticle idea.The innovation of this study is that the Chem Query evaluation system is adopted as the basic theory to construct the development level framework of high school students’ chemical microparticle idea,and according to the requirements of the curriculum standard,the behavior of students at specific level is described.Developed a good quality evaluation tool.These research results are helpful for middle school teachers to better understand the development level of students’ microparticle idea and to carry out chemistry teaching more pertinently.