Advanced Teaching Design And Practical Research For The Learning Of Chemical Ionic Reaction In High School

In 2004,the concept of advanced learning was first proposed in the field of science education,and after more than ten years of development,it has become one of the hot research directions of science education because its research methods and development results help to describe students’ cognitive development path.In this context,this paper takes ion reaction,an important content of high school chemistry,as the research object,and designs the advanced teaching of high school chemical ion reaction.It mainly solves two problems: first,how to construct a coherent and typical path to learn the knowledge of ion reactions? Second,how to design teaching based on the advanced model of ion reaction learning?To address the above problems,this study is divided into three parts.Firstly,the literature analysis method is used to sort out the research status of advanced ion reaction learning and the research status of ion reaction teaching based on advanced learning in China,and then determine the lack of overall teaching design of teaching and research of ion reaction learning and advanced learning.Secondly,using the educational data analysis method and interview method,based on scientific epistemology,constructivism and other theories,combined with the content of textbooks and course standard analysis,the core concepts are extracted,and the advanced model of high school chemical ion reaction learning is innovatively constructed,which includes achievement level(level 1 to level 5),advanced dimension(three dimensions extracted from scientific epistemology: conceptual representation,particle change,value)and performance expectation(description of different levels of conceptual representation,particle change,and value reduction).Finally,using the experimental method,according to the advanced goals determined by the advanced model,the teaching plan is designed,and the teaching effect is evaluated by using the post-test paper after being put into actual classroom use,and the teaching strategies for the ion reaction content are as follows: First,teaching should pay attention to the original understanding of cognition,promote the achievement of literacy,and the structuring of cognitive ideas is an effective way to achieve literacy,and making cognitive ideas explicit can promote the transfer of knowledge;Second,it pays attention to the ontology value and social value of the discipline,which is reflected in the writing and right and false judgment of ion equations and the mastery of the ionization balance of weak electrolytes;Third,pay attention to the development of core literacy of subjects,chemistry classroom is an important place to cultivate students’ core literacy in chemistry,and flexibly change teaching methods and learning strategies on the basis of using facts instead of stating facts,so as to promote "literacy-based" teaching and evaluation integrated teaching.After the above research,the conclusion is that the value learning correspondence of "ion reaction" in high school is divided into the advanced dimensions of cognitive perspective,cognitive thinking,and cognitive object,and the process can be regarded as the thinking development process from "qualitative analysis" to "quantitative analysis" and "image representation".In addition,the purchase price learning of "ion reaction" also reflects the dialectical relationship of "quantitative change leads to qualitative change".