Research On The Application Of APOS Theory In The Teaching Of Core Concepts In High School Chemistry

The core concept of chemistry is the skeleton of the entire chemical knowledge structure,and it is also the cornerstone of the teaching and learning of high school chemistry.However,in the teaching of the core concepts of chemistry,students’ subjectivity and thinking barriers are generally ignored,resulting in poor construction of core concepts of chemistry and decreased interest in learning.The APOS theory proposed by Dubinsky specifically expounds how teachers should guide students in the formation process of abstract concepts,APOS is the abbreviation of the first letter of Action,Process,Object and Schemas,the construction process of abstract concepts is divided into four stages to complete,stage A（activity stage）directly or indirectly enables students to experience the real situation related to the concept to initially perceive the concept,the P stage（process stage）integrates conceptual cognitive fragments to clarify the core essence of the concept,the O stage（object stage）further refines the concept and uses special symbols to represent the concept,the S stage（schematic stage）forms a brand new schema to form a conceptual system.This theory focuses on students’ initiative to construct concepts and follows the laws of students’ cognitive development,which can help students to better form abstract concepts.Therefore,This research attempts to apply the APOS theory in the field of mathematical concepts to the teaching of core concepts in high school chemistry teaching,and design the teaching strategy of core concepts of chemistry based on APOS theory,so as to improve students’ enthusiasm for class and mastery of core concepts.Firstly,the related literatures of APOS theory and core concepts are analyzed and sorted,and teacher interviews and student questionnaires are conducted on the teaching situation of chemistry core concepts in Z Middle School in Guiyang City.Based on the literature research and survey results,it was found that APOS theory coincided with the concept of the new curriculum standard of high school chemistry;APOS theory has guiding significance for the teaching and learning of core concepts of chemistry;Teachers are difficult to apply theories that are conducive to the teaching of chemical concepts because there are no specific and feasible strategies;students have new expectations for the teaching of concepts.Secondly,the APOS theory is reconstructed to make the theory more in line with the teaching of the core concepts of chemistry in high school,and the specific core concepts of chemistry in the first stage of senior high school are sorted out,and a teaching strategy for the core concepts of chemistry in high school based on APOS theory is established.The strategy is divided into five steps,which are matched with the teacher’s teaching process respectively,and the principle of using the strategy is put forward at the same time.Finally,the constructed APOS theory teaching strategy will be practiced in Z Middle School of Guiyang City.And from the academic performance,cognitive ability,learning initiative to evaluate the effect of practice.Research conclusions based on practical data:（1）The reconstructed APOS theoretical model can be better applied to the teaching of high school chemistry core concepts;（2）The established APOS theoretical teaching strategies and principles are more conducive to teachers’ use of the theory;（3）APOS theory is used in students’ chemistry core concepts There is a clear promotion of learning.