Teaching Research On Conceptual Transformation In The Topic “Research On Hydrolysis Of Salts”

The author chooses to conduct a research on conceptual change on the topic of "hydrolysis of salts" because of its important teaching value and a large number of misconceptions even in senior 3 students and its causes. Combing through the misconceptions occurring in the study of the topic among senior 3 students, the author hopes to explore the feasible teaching strategy of conceptual change and provide chemistry teachers a scientific reference in the review of chemistry concepts.On the basis of constructivist learning theory and summarizing literature on conceptual change, this paper makes a full analysis on the topic of "hydrolysis of salts" about its status and effect in the course standard and the chemistry book, probes into its specific teaching con tents, knowledge value and basic idea. Aimed at improving the students application ability to a new level in the review of senior 3, 10 pre-test questions were worked out covering following 4 fields, "the principle of salts hydrolysis", "the influence factors of hydrolysis equilibrium","the comparison of particles in solution", "the comprehensive applications of ionization and hydrolysis", to explore the misconceptions in the students' mind in two parallel senior -3 classes of a 4-star high school. Then the students from the experimental class make their review under the teaching strategy of "conceptual change", while the students from the comparison class under the traditional way. Finally through post-tests the author gives conclusions by analyzing changes of the 2 classes students' grasp of knowledge.The conclusions are:(1) through the pre-test questions, a large quantity of misconceptions in the topic of "hydrolysis of salts" were found in the students' mind,which reveals the invisibility and intractability of misconceptions.Therefore, it is necessary to explore the misconceptions in the students'mind before the review of chemical concepts.(2) through the comparison of the data of pre- and post-tests from the 2 classes, a conclusion can be made that the teaching method such as"cognitive conflict of conceptual change", "analogy" etc, can effectively promote the teaching of "hydrolysis of salts", improve the students' high-level reasoning ability and encourage students to solve the problems under "particle view".