| As one of the hotspots of international science education research in recent years,systems thinking is an important part of core literacy of chemistry in the current curriculum reform.The second grade is a key stage in the senior high school,which the content of chemistry course become more in-depth and systematic.“General High School Chemistry Curriculum Standard(2017 Edition)” of our country also clearly proposes to cultivate student’s systems thinking ability in the corresponding curriculum content in the second grade.By analyzing the relevant literature at home and abroad,our research focuses on the practical research of systems thinking in the domestic education field and the research related to the measurement of systems thinking in foreign science education,and introduces the definition,key characteristics,conceptual framework and level division of systems thinking.The conceptual framework of systems thinking is defined as three dimensions,including identifying system organization,analyzing system behavior,and building system modeling.Each dimension contains three advanced levels.On the basis of conceptual framework,we analyze the content of salts hydrolysis.A construct map is complied according to the content analysis,content requirements and academic requirements.The learning performance of “salts hydrolysis”based on systems thinking is divided into “identifying the elements in the salts hydrolysis system and the relationship between the elements”,“analyzing the behavior of salts hydrolysis under different conditions” and “using systems thinking to solve production and life problems”.Each dimension contains three levels.Based on the “Four Cornerstones” survey tool development process,the thesis developed survey tool which includes 10 items.Each item consists of two parts,including a question about salts hydrolysis knowledge and a self-assessment item used to test whether students use systems thinking in doing the questions.A survey was conducted in the second grade of a school in Dongying City,Shandong Province,and obtained 123 valid questionnaires.It is found that the total score of students can be divided into four levels of actual performance.Students in actual performance level 1 do not have the “salts hydrolysis” systems thinking.The students of other levels have behavior performance of “salts hydrolysis” systems thinking.However,an overall advanced trend of each dimension and level do not appear in survey samples.Their distribution is uneve.The most students in actual performance level 2 only have the behavioral performance of dimension 1 level 2 and dimension 3 level 1,which reflects the dimension imbalance.Unbalanced levels are reflected in the different highest levels of students at the same level in each dimension.By analyzing the responses of the items in each dimension,it is found that the students have three main problems.Firstly,they cannot systematically understand and analyze the structure of the salt hydrolysis system.Secondly,it is difficult to comprehensively analyze the changes in the behavior of the salts hydrolysis system.Thirdly,it is difficult for students to use systems thinking when they solve problems related to salts hydrolysis in production and life.The factors that influence students to identify the structure of salts hydrolysis system,analyze the behavior of salts hydrolysis system and use systems thinking to solve application problems about salts hydrolysis are explored by teacher interviews.We put forward teaching suggestions on the content of salts hydrolysis from the perspective of developing systems thinking.Firstly,we should guiding students to accurately identify the characteristics of particles and understand the principle of salts hydrolysis.Secondly,the factors that influence salts hydrolysis can be understood by guiding students to dynamically analyze the behavior of system.Thirdly,we should guide students gradually establish the model of system,in order to solve practical problems in production and life. |
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