Observation And Evaluation Of Chemical Energy In High School And Teaching Suggestions

As an indispensable part of the basic concept of chemistry,the concept of chemical energy is complicated and abstract,which is difficult for high school students to understand.In the teaching process,chemistry teachers should inspire and guide students to effectively integrate the scattered knowledge of chemical energy concept in textbooks and form a system.At the same time,from the qualitative and quantitative perspective,there are few academic literature on the research and measurement of chemical energy view,so this study has certain reference significance for the evaluation of chemical energy view and the teaching of chemical energy view in high school in the future.Abstract concepts are operationalized in this study,and the four energy concepts divided by Wang Yuchao and Wang Houxiong are selected as primary indicators,namely,chemical changes of matter,interaction of particles,internal structure of particles and energy concepts of emotion,attitude and values.Based on the analysis and understanding of the energy content in the high school chemistry textbook（2019）and the Chemistry Curriculum Standard（2017 edition revised in 2020）,eight secondary indicators are established,including the energy view of thermodynamic factors,the energy view of kinetic factors,the energy view of chemical bonds,the energy view of intermolecular forces,etc.With reference to the simulation test papers of Harbin and the suggestions given by front-line teachers,the author compiled a test questionnaire and selected a key high school in Harbin to evaluate the development and learning difficulties of chemical energy concept in science key and ordinary classes of grade two and three.After collecting and sorting out the test questionnaire,descriptive statistics and other methods were used to analyze the development level of chemical energy concept,locate the difficulties in all indicators of chemical energy concept.Compare and contrast distinct stages in the development of chemical energy concepts among different types of students,and make appropriate teaching recommendations.The following conclusions are drawn from the study:First,based on the SOLO classification theory and previous studies,the author formulated scoring criteria to analyze the hierarchical structure of the development level of high school students’ chemical energy concept.The findings indicate that the general level of development of the chemical energy concept in the lower grades is at the pre-structural level,while that of senior three students is basically in the multi-structural level.For the second year of high school,boys were in the pre-structure and girls were in the single structure,while for the third year of high school,both boys and girls were mostly in the multiple structure.Secondly,the teaching difficulty of grade two and grade three is the energy view of substance chemical reaction.Thirdly,students in different grades（grades two and three）and different class types（regular class and key class）had distinct chemical energy viewpoints,according to the difference analysis of independent sample T-test.However,because the level of development of the chemical energy idea is unrelated to gender,there is no discernible difference.Fourthly,five teaching suggestions of chemical energy concept are put forward.This study is unique in that it is the first to evaluate and analyze the four main elements of energy concept suggested by Wang Yuchao and Wang Houxiong.For the first time,a criterion for allocating the chemical energy view based on SOLO classification theory is proposed based on two-stage features.For the first time,the four first-level indicators and their eight second-level indicators are examined.