A Case Study Of The Fuzzy Concept Of High School Chemistry That Penetrates The Concept Of Chemistry

The concept of chemistry occupies an important position in the teaching of chemistry.Students' understanding of the concept directly influences whether students can successfully solve the problem.In the existing chemistry teaching,the fact that factual knowledge is the main teaching content abounds.This also leads to students'understanding that "chemistry is a liberal arts subject in science",which is the main reason that leads to the deviation of our teaching center.Under this concept,"concept" is the foundation,and the concept-centered curriculum and teaching appear to be This is particularly critical,and it is also the main direction and method that we can use to help students understand the concept more profoundly and comprehensively.This study selected three important concepts of acid,alkalinity,oxidative and reducing properties and solubility of the material throughout the high school chemistry.The main contents of the study were as follows:First,theoretical research:based on a comprehensive study of chemical concepts at home and abroad,comparing the differences in the teaching of chemical concepts at home and abroad,especially the concept teaching of the concept of infiltration chemistry,and finding that there is a lack of specific concepts in the concept of chemical fuzzification.Research;combing the curriculum design and teaching methods of chemistry concepts;understanding the content system of chemical concepts and their interrelationship;analyzing the significance of infiltrating chemical concepts in the teaching of chemistry concepts.Secondly,in terms of subject analysis,three important concepts,including acidity,alkalinity,oxidative and reducing properties,and solubility of high-grade chemistry,have been studied in detail from the perspective of chemical thermodynamics and electrochemistry to make the fuzzy concept more clear.Third,the investigation and research:Apply the existing questionnaires,select teaching classes in practice schools to conduct surveys,and analyze the survey results in order to have a full understanding of the students' understanding of the chemical concepts and the three fuzzy concepts.The survey data shows that the energy concept and the classification view are significantly related to the students' test scores,but the microscopic view does not show significant correlation with the students' test scores,and there is no gender difference between the student's microscopic view,energy view,and classification view.Showing significant correlation.Fourth,case studies:First,summarize the chemical concepts and knowledge carriers involved in PEP Chemistry 1(required),Chemistry 2(required),and Chemistry 4(optional);then follow the teaching based on core concepts.The design model,combined with investigations,conducted teaching case studies based on the contents of acidity,alkalinity,oxidation and reduction,and solubility.Finally,from the aspects of teacher awareness,student understanding,teaching material analysis,instructional design,and teaching implementation,the corresponding teaching suggestions are given.The problems existing in the research are discussed and forecasted so that the future teaching research can be achieved.solve.The innovation of this research is:(1)This study analyzes the three important concepts of acidity,alkalinity,oxidation and reduction,and solubility of substances in high school chemistry from the perspective of chemical thermodynamics and electrochemistry,and investigates and analyzes students' related chemical concepts.On the basis of this,combined with the concept construction model for teaching case studies,the entire process is complete and systematic.(2)This research analyzes theoretically how to focus teaching on concept-based teaching in conceptual teaching and chemistry teaching,and combing the relationship among chemistry concepts,chemical factual knowledge,and chemical concepts in teaching.It has important guiding significance for practical teaching.(3)The investigation of student's chemistry concept and data analysis have very important reference value for us to understand the students' chemical conception level.