The Construction And Practice Of Conceptual Knowledge Model In High School Chemistry ——Take "Ionic Reaction" And "Redox Reaction" As Examples

The GCSE Chemistry Curriculum Standards（Revision 2020,2017Edition）clearly states that students should better understand and apply important chemical concepts and develop certain core chemical literacies.As important chemical concepts,"ionic reactions" and "redox reactions" are abstract in nature,making it difficult for students to internalise their knowledge effectively.Constructing conceptual models can simplify and visualise such complex knowledge.Therefore,this paper introduces conceptual models into the teaching of practical high school chemistry to make the focus on chemical concepts intuitive and clearer for students.The use of conceptual models in teaching promotes the formation of a systematic body of knowledge and the development of students’ ability to construct models.Suggest possibilities for chemistry teachers to teach conceptual model building.Therefore,the application of conceptual model building in high school chemistry teaching has an important role and significance in the understanding of chemical concepts,the development of logical thinking,the formation of constructive model thinking and the implementation of core literacy requirements.This paper uses literature analysis,questionnaires,interviews,and test paper analysis to gain a preliminary understanding of the current situation of conceptual modeling in high school chemistry teaching,and to conduct practical research through teaching design and practical effects.Firstly,using the literature research method,the literature related to conceptual models is studied and sorted out to summarise the research background and the current situation of domestic and international research on the topic of models,chemical models and conceptual models,and to establish the theoretical basis of the study.Secondly,the principles of conceptual models,the steps of constructing them,the ways of presenting conceptual models and the contents of the textbook（Compulsory 1）listing about conceptual models are elaborated.Thirdly,in the process of teaching practice,the general process of conceptual modelling is described,the pedagogical content of the conceptual model construct is identified,the pedagogical design is carried out according to the process and the specific content,and the corresponding teaching practice is carried out.Finally,the data collection,analysis and statistics of the pre-and post-questionnaires,teacher interviews and students’ performance in the teaching practice are summarised in terms of the effectiveness of the use of the conceptual model constructs.The final conclusions of this study are as follows: the application of conceptual models in the high school chemistry classroom can improve students’ interest in learning chemistry;the constructs of conceptual models can help develop students’ ability to learn chemistry and help develop students’ ability to construct conceptual models in their thinking models.The use of conceptual models in high school chemistry teaching helps students to construct knowledge systematically and improve the ability to summarise chemical knowledge and logical thinking;the application of conceptual models in high school chemistry teaching can improve students’ learning performance,promote high school chemistry teaching and relatively improve teaching efficiency and quality.