Research On Advanced Learning Of Core Concepts Of "Electrochemistry" Based On Chem Query Evaluation System

Under the background of accelerating the implementation of educational modernization,the cultivation and formation of students’ core quality of subject has become an important index to test the educational modernization.In order to achieve the cultivation of students’ subject core accomplishment,teachers are required to focus on the structure of chemistry core concepts and concepts.As one of the core concepts of high school chemistry,"electrochemistry" is closely related to such teaching topics as "redox" 、 "ionic reaction" and "energy conversion",in recent years,due to the rapid development of the battery industry,"electrochemistry" and other disciplines have been paid more and more attention by middle school teachers and students.However,he concepts related to "electrochemistry" are various and abstract,and there are still many myths in different learning stages.Therefore,this study analyzes the core concept of "electrochemistry" from the perspective of subject knowledge,students’ understanding,textbook content and curriculum standards,and disassembledthe core concept of "electrochemistry" into four theme concepts,namely "galvanic battery","electrolytic cell","metal corrosion and protection",and "chemical power supply".Furthermore,according to the ChemQuery evaluation system,students’ advanced goals in different learning stages are predetermined.Construct an advanced learning hypothesis model for the core concept of "electrochemistry".In order to verify the validity of the "electrochemical" learning progression hypothesis model,a measuring tool was prepared in this study winsteps3.72.3software was used to test the measuring tool to ensure its quality.After two rounds of testing,items with poor fitting degree in the measuring tool were adjusted and corrected by referring to various index parameters of the Rasch measurement model,Finally,the revised measurement tool with all indexes reaching the standard was used to conduct a large sample test on 216 students of grade two and three in a high school in Nanchang City for empirical investigation,The results show that:(1)The learning progression framework of the core concept of "electrochemistry" constructed in this subject is reasonable;(2)the measurement tool of "electrochemistry" learning progression compiled has good performance indicators;(3)Students have different understanding levels of the concept of "electrochemistry" in different learning stages.Most of the students in the second year of high school are at the stage of level2.Students at this level can use chemical symbols and languages to describe "electrochemistry" and can carry out simple reasoning,but their knowledge transfer ability in unfamiliar situations is not strong enough.Most senior high school students are at the level of level 3,and some of them can even reach level 4.It can be seen that most senior high school students can not only combine multiple concepts of electrochemistry but also construct cognitive models of electrochemistry.