The Core Concept Of "solution" Chemistry In High School And Its Advanced Study

In recent years,the study of learning progression around the core concept has become a hot research field in the field of education.Many of the chemical reactions in middle school take place in solution."Solution" has a vital position in high school chemistry.Therefore,this paper studies the core concept of "solution".On the basis of the study of the 2003 and 2017 edition of ordinary high school chemistry curriculum standard,the textbook of PEP edition,the syllabus of the chemical college entrance examination and the related literature,the author defines 4 core concepts of "solutions"in high school chemistry through the literature research method and the questionnaire survey and interviews with high school teachers.Using the "Perspectives of Chemists" as the basis for the level division,That is,level 1:Notions refers to the concept derived from everyday experience.;Level 2:Recognition refers to the ability to describe concepts scientifically;Level 3:formalization refers to a multifaceted connection between concepts,symbols,and so on;Level 4:Construction refers to the use of chemical models for reasoning;Level 5:generation(Generation)refers to the exploration of new substances with the development of technology.combined with the 2003 and 2017 edition of general high school chemistry curriculum standard,the textbook of PEP edition(compulsory 1,elective 4)and the syllabus of chemical college entrance examination,the advanced framework of 4 core concepts are constructed respectively:electrolyte,ionization,ionic reaction,hydrolysis.According to the progression hypothesis,we compiled the "solution" core concept and learned the advanced test volume and tested it.The test results are analyzed by winsteps3.72.3 software and the test tool is corrected according to the analysis results.After correction,the test is tested again to ensure the reliability and validity of the test tool,and the two revised measuring tool is used in the empirical study of the core concept of "solution".In the general high school of Xi’an and Shaotong City,two classes were selected as the large sample sources.First,the winsteps3.72.3 was used to analyze the reliability and validity of the measuring tools,and the Measure values of the measured items and the subjects were obtained,and then the quantitative analysis was made using SPSS.22.0.The results of this study are as follows:(1)there are differences in understanding level of all core concepts in the same grade,showing a trend of normal distribution.(2)there is significant difference in understanding level of core concepts among students of different grades.As for the understanding of the "electrolyte",the students in the first class were at the level of 1,all the senior two and the senior three at the level of 3,but there were still significant differences.For the understanding of "ionization",the ability of high one is at the level of 1,and the overall ability of the second and senior three is at the level of 3,but the average value of the high third is higher than the average of the high two.For the understanding of "ionic reaction",the overall level of high level is 2,while that of senior two and senior three is 3,but the performance of senior three students is better than that of senior two.For the understanding of"hydrolysis",the knowledge was not involved.Both senior 2 and senior 3 students were at the level of 3,but the average scores of the senior three students were higher than those of the senior two.(3)There is no significant difference in the understanding of core concepts among students in different regions.