Research On The Development Of The Concept Of Acid-base Reaction In High School Gifted Students

The concept of acid-base reaction is an important part of the basic knowledge of chemistry in middle schools.Grasping this part of the content plays an important role in grasping the nature of chemical reactions.In recent years,the research on the concept of acid-base reaction has mostly focused on the definition of acid and alkali and students' construction of the concept of acid-base reaction.However,the research on the longitudinal development of students' concept of constructing acid-base reaction is rare.Understanding the development of the concept of student's acid-base response is particularly important for teachers to grasp the conditions of learning and teach students in accordance with their aptitude.Therefore,we have focused on the development of the concept of acid-base response for high-quality gifted students in high schools.We hope to provide some references for the cultivation of innovative talents,and at the same time provide some suggestions for teaching the development of the concept of acid-base reactions.This study first consulted relevant literature and consulting experts to determine the development of the concept of acid-base response in high school students using the "minor occurrence analysis method" as the main tool.Combine knowledge of the concept of acid-base reactions in the textbooks to compile interview outlines for the concept of acid-base reactions.The Moore and Foy Scientific Attitude Questionnaire was used to make predictions and the questionnaire was revised based on the feedback results.At the formal investigation stage,703 students from the first and second grades of three senior high schools in Jining were selected as the research subjects to analyze the responses to the revised questionnaires.From there,six gifted students with different cognitive styles were selected as research samples.Conduct research on the concept of acid-base development.Through semi-structured interviews,transcription and processing of collected speech data are performed,conceptual categories are coded and classified,and the development flow chart of student's acid-base response concept is drawn to understand the sequence of development of the students' concept of acid-base reaction and the existence of Heterogeneous thought.This article mainly uses the literature research method,the questionnaire survey method,the minute occurrence analysis method and so on.Through the above work,the conclusions drawn from this study are:(1)The transition of the student concept category presents imcompletecorrespondence with the learning of concept knowledge.The development of the student concept category expands from the theoretical knowledge,and there is less dramatic change in the concept category.(2)The number of transitions between concept categories presents a nonlinear relationship with the cognitive development level of student concept knowledge.We cannot define the level of student concept development based on the number of transitions between concept categories.The innovations in this study are: First,to prepare an interview outline for the concept of acid-base reaction.The questionnaire has a good qualitative analysis function,and its design concepts and methods have a certain degree of innovation;Second,proceed from the concept of chemistry,apply The small occurrence analysis method,combined with the concept learning theory,has a certain breakthrough.Thirdly,it analyzes the development of the concept of acid-base reaction in high-and high-second gifted students,and puts forward appropriate teaching suggestions.