| The solubility and solubility curve are the main contents of the solution part of the ninth grade chemistry course. Solubility is used to indicate sign of the substances dissolve performance, and solubility curve is used to indicate the relationship about solubility of substances changes with temperature. Meanwhile, the solubility is one method of scientific data processing and scientific data obtained. In middle school chemistry, this data processing method appears only in the solubility curve’s teaching, and has applied in the teaching of the chemical reaction rate. Therefore, these two concepts have an extremely important role in building students’way of thinking. Among the practice of middle school chemistry teaching, these two concepts are difficulties for student learning, study the teaching principle of these two concepts and design appropriate teaching process have an important practical significance to improve the efficiency of chemistry teaching.It is focused on the study of the ninth grade chemical solubility concept teaching as the specific research object, based on the process of teaching the concept of solubility, solubility teaching and solubility diagram teaching to explore the scientific teaching ways and methods. In the teaching process of solubility definition used " test introduced-to explain the concept-exercise corrected-points summarize " as teaching methods, in the process of solubility diagram teaching used " comparative analysis--boot draw-to discuss mining-summarizing "as teaching methods, and so on. Especially in the teaching process of the solubility curves applications, reconstruct the wrong ordinate logo of solubility curves in current textbooks and put forward idea of change the wrong ordinate logo as "solute mass (g/100g solvent)", and adopted the " coordinate system improvements-metaphor " as teaching methods.In this paper, the writer accord experimental design methods to verify the effect of the new methods teaching. Through the measurements about the experimental group and the control group we can saw that the new teaching methods had a significant difference (sig=0.00) with the traditional teaching methods, the average student achievement of experimental group was significantly higher than the control group’s. Especially in the application of the solubility diagram teaching process, it helped students to further eliminate the misperceptions about point outside of the curve and deepened students’ understanding and awareness levels about point outside of the curve by improved the coordinate system. Also makes the experimental group’s teaching effect more significant than the control group’s. These results demonstrate that the new teaching programs significantly improved students’ cognition about the basic concepts of solubility and solubility curves compared with traditional teaching program, and also helped students grasp the knowledge points deeply. |
