The Structured Study Of The Knowledge Content Of The Chemical Principles Of Middle School

Structured knowledge can not only promotes students to carry out meaningful and efficient learning,but also helps teachers control the knowledge as a whole and rationally arrange of the knowledge taught on the basis of the outline,so as to better carry out teaching work.So it is necessary for us to conduct an in-depth discussion on the structure of chemistry knowledge.Contemporary well-known chemists,university chemistry teachers and excellent middle school chemistry teachers have their own unique insights and understanding of chemistry knowledge.This article collects materials on their understanding of some principles of middle school chemistry through literature research and interviews,and uses grounded theory for analysis.It mainly solves the three problems of ?whether knowledge is related? ?what is the specific relationship between knowledge? and?whether there is a higher-level relationship between knowledge? in the principle knowledge of middle school.After analyzing the interview records using grounded theory,the following main conclusions are drawn:First of all,through the preliminary construction of the knowledge structure diagram,it is found that there is a correlation between knowledge,and the correlation between knowledge is based on common knowledge around the basic knowledge.Secondly,through the grounded theory of the two dimensions of ?core concept? and?cognitive mode?,the core concept of ?change towards the energy reduction of the system? is drawn.The core concept runs through the knowledge structure of the nature of the substance and the chemical change the entire process of construction;the cognitive approach based on energy,the cognitive ideas with clues as questions,and the generative,systematic,model hypothesis-evidence reasoning,qualitative-quantitative combination,and macro-micro combination are also important ways for higher-level associations.Third,the study found that the knowledge possessed by excellent middle school chemistry teachers is not limited to the requirements of middle school curriculum standards,but also has deep insights in university chemistry;the presentation of chemistry knowledge by university teachers focuses on the chemistry of many modules in series with questions as clues content,promote the structuring of knowledge;the famous chemist Mr.Fu Ying pays attention to using the history of chemical theory to restore the construction process of the theory,looking at the historical conclusions dialectically,pointing out that there is still a need to improve the knowledge structure opening,flexible and generative.According to the conclusions of the rooted theory,the researchers put forward reflective suggestions for the construction of knowledge structure of from four aspects:core concepts,cognitive methods,knowledge presentation,and knowledge reserves.