Study On Teaching Design Of Ion Reaction Based On Three Heavy Characaterization

In 2001,a new round of basic education curriculum reform started in China.One of the key points of reform is to focus on the cultivation and investigation of students’abilities and qualities,rather than mere knowledge memory.In this context,high school chemistry teaching must also carry out a complete set of reforms.The ionic reaction of the knowledge points are the syllabus requirements will test,the essential requirements of students need to be able to understand the phenomenon through the reactions of ions,and the accurate expression of chemical language;formed three representations of mode of thinking is helpful for students to understand the concept and nature of the reactions of ions,and use them flexibly in practice.Therefore,based on my own teaching practice and combining with the teaching design of ionic reaction,the author tries to find effective ways to cultivate students’ good chemical thinking ability,so as to provide references for senior high school chemistry teachers.On the basis of discussing the value of "three heavy characterization" and "ion reaction",this paper reviews the achievements of previous studies.The purpose of the study,the task and method,the theoretical basis of the study,and the analysis of the teaching design of the ion reaction are discussed.This paper focuses on the analysis of students’ learning situation,the teaching content of ion reaction,and the design,implementation and result analysis of the ion reaction based on the three heavy characterization.In the analysis and elaboration process,the author designed the front and rear test,and analyzed the student’s situation scientifically and reasonably,and analyzed the actual teaching effect of ion response under the guidance of three representations.The experimental results prove that the teaching based on three representations is conducive to studying the basic concepts of chemistry thoroughly and comprehensively,promoting the improvement of students’ chemistry learning performance,and helping students understand the essence of chemical reactions.The text of this text is composed of eight chapters in structure,and the specific knowledge of each chapter is as follows:First.From the entrance examination to expounds the research value of the ion reaction important position and students to use the knowledge of the reaction and ion reactions in the textbook of ionic reaction learning there exist three aspects of problems;from the formation of the three representations of the thinking mode is beneficial to the students’ understanding of chemical concepts and three representations mode of thinking is conducive to the students explained the importance of the three chemical characterization of the two aspects of flexible use of knowledge.The second part,literature review.From the teaching design,teaching objectives,comparative teaching design in the aspects of "ion reaction" teaching design are summarized;from the research situation,research status of the three representations of the three representations of the theory of teaching design,research on the three representations are reviewed.The third part,the purpose,task and method of the study.The purpose of this study is to construct the teaching design idea based on the characterization of three heavy ion reaction,and complete the teaching design and implementation;the main research tasks are teaching design with "Three Representations" as the theoretical basis of "ion reaction",the cultivation of students’ effective conversion between "Macro-Micro-Symbol" and other major;methods of literature research method,teaching observation method,questionnaire survey method,empirical teaching method.The fourth part,the theoretical basis of the study.The author uses the concept and process of general instructional design to explore the meaning of learning three representations and the teaching strategy of three representations of chemistry,and determines the theoretical basis of this research based on the three representations.The fifth part,"ion reaction" teaching content analysis.It mainly includes three parts:content analysis,knowledge value analysis and three representation analysis in curriculum standard and textbook,especially on the three representations of ionic reaction:macroscopic representation,micro representation,symbol representation,etc.The sixth part,the analysis of "ion reaction".The author analyzes students’ existing knowledge by designing,processing and analyzing questionnaires,and on this basis,combining with high school chemistry curriculum standards,specifically divides teaching objectives,teaching difficulties and so on.The seventh part is based on the teaching design,implementation and result analysis of the ion reaction based on the three heavy characterization.The author elaborated his own teaching design plan and teaching design implementation,and analyzed the results of teaching design implementation through specific data,and came to his own research conclusion.The eighth part,the problem and the prospect.The author summarizes the results of his research and puts forward some problems that need to be solved further.In this study,the practical teaching effect of ion reaction under the guidance of the three heavy characterization was analyzed by implementing the teaching design based on three heavy representations.The results of the experiment prove that the teaching of three representations is helpful for students to master the knowledge of chemistry.