Research On The Structured Construction Of High School Chemistry Knowledge

Knowledge structure refers to the knowledge according to certain rules to plan summary or as a larger areas,it will be knowledge organization,makes it a good knowledge of the structure of the knowledge stored in the block in the mind.Cognitive psychology,points out that an orderly knowledge can be activated under certain stimulation,and can be extracted using it at any time;Knowledge in extraction and disorder tend to have flaws.The focus of teaching is to realize the teaching goal,teaching idea,teaching method,teaching strategy is designed to achieve the teaching goal.Knowledge can help students build a structured knowledge system,realize the knowledge of learning,help to achieve the goal of teaching.Therefore,Research within the framework of knowledge structure is one of the research directions of teachers."Ordinary high school chemistry curriculum standard(experiment)" puts forward new requirements to the high school chemistry teaching,which specify the structure of high school chemistry curriculum,goal and content system.Also requires a high school chemistry new curriculum reform to change the past emphasis on learning and rote learning situation,focus on training students’ information gathering,processing,obtaining new knowledge,analysis and problem solving skills.Therefore,guides the student to study in high school chemistry knowledge in the structured build is the content of the need to focus on high school teaching.Under the influence of exam-oriented education in our country,in the past too much emphasis on factual knowledge in the teaching process of mastery and experimental skills of ascension,this leads to the students in learning chemistry is a large part of time in reciting chemical concepts and chemical principle,this is bad for training students’ chemical thought and strain capacity.Structured knowledge building is through the guide students to focus on knowledge behind the structure,through these knowledge link building block,which help students to form their own cognitive structure.This way of teaching in the new curriculum teaching idea,established to achieve the goals of teaching,it also helps to improve the students chemistry has important significance.Electrolyte is one of the important knowledge points in high school chemistry,also is one of the difficulties,in fact,this knowledge has been involved in the junior middle school chemistry,but is very obvious.Higher chemical "electrolyte" learning includes not only the history of chemical material,is late for students learning ionization balance,salt hydrolysis,oxidation reduction reactions such as concept learning has important matting effect,thus "electrolyte" the importance of this section is self-evident.Found in the teaching,however,there are many students in the "electrolyte" understanding erroneous zone,some students even produced do not tally with the scientific concept of error concept,we call it the idea concept.In order to help the students eliminate the misunderstanding on the concept,a lot of chemistry teacher let the students back concept,back sample,although this kind of teaching method have obtained certain effect at the time,but after a period of time,students will return to the wrong mistake.How will the student was blurred,and even the concept of the mistake,correct concept transformation is a lot of high school chemistry teacher headache problem.This article is to "electrolyte" teaching as an example,the construction of the electrolyte structured knowledge on the teaching design and discussed.This paper USES the literature law,case analysis,comparative method,such as research methods,through the teaching design and test,inspection,prove that knowledge structured building method in the teaching of the electrolyte does play a good effect.To test teaching results,we also design the experimental classes and that in comparative classes two classes.A pretest phase,two classes of students have the same understanding of the electrolyte level,but on knowledge architecture building teaching and ordinary teaching in respectively,after experimental classes grades significantly better than that in comparative classes,which indicates that the building of knowledge structural deepened students understanding of the concept of teaching,help students to establish a link between concepts,improve the students’ grasp of the concept.The article is divided into six parts.The first part is the introduction,which introduces the selection of documents,the current situation of domestic and foreign research,the research purpose,relevance and research ideas.The second part is theory is introduced,the research of this paper is based on three theories,cognitive structure theory,Building socialism and discipline structure theory.Cognitive structure theory is the main representative of Brunei,he thinks that in the process of learning,the stronger the foundational knowledge theory,apply the more widely in the new issue,he suggested that in the teaching activities,to guide students to understand the infrastructure,which helps to achieve the ultimate learning goals.Build socialist think students is actually the process of building new knowledge to old knowledge to reinterpret,coding and absorption process,in unceasing cognition,adjustment and restructuring of loop,the students’ cognitive structure will be enriched.Discipline structure theory is that the students no matter which subject to study,should master the discipline structure,this will help students master the knowledge system.The third part is the theory of the high school chemistry knowledge structured idea.Includes three major content of this part,one is the meaning of chemical knowledge structural interpretation and explanation;The second is the high school chemistry knowledge structure and the relationship between the students’ cognitive structure are studied,including the difference between the two,transformation process and influencing factors;A third is the main content of high school chemistry teaching strategy.The fourth part is the high school chemistry knowledge structured practice research.This part is divided into three major contents,one is the analysis of the electrolyte knowledge structure;The second is the analysis of electrolyte cognitive structure;A third is knowledge structured strategy application in teaching of electrolyte.Among them,Applying a knowledge infrastructure strategy in e-education includes three parts,one is the design of the teaching experiment,using chemical compulsory teaching material is Lu Ke version1 of the second chapter the electrolyte in the second quarter.In the teaching content,students’ learning,teaching target analysis on the basis of design for three hours,respectively is "ionization" teaching design,the "reaction" of electrolytes in aqueous solution as well as the "ion coexistence problem";The second is the teaching experiment measurement is designed,through experimental classes and that in comparative classes two classes before and after the test,verify the validity of the construct knowledge structured;Three is about the high school chemistry knowledge structured teaching Suggestions.The fifth part is the conclusion,the full text is summarized.The sixth part is the discussion part,discusses the deficiency of the article,and the article is discussed.Hope that through this article research,to deepen the readers understanding of the concept of structured knowledge and application,the optimization of high school chemistry teaching methods play the role of the lowly.