Abstract Hybrid orbit theory is an important knowledge module in senior high school chemistry under the background of new curriculum and new textbooks. Being able to use this theory to analyze the structure and bonding of substances is one of the abilities tested in the chemistry selection exam for the college entrance examination. Can students develop procedural ideas when analyzing hybrid problems? How can teachers detect the cognitive barriers of students in analyzing hybrid problems? In this paper, by referring to the Drawing-writing Technique, the task drawing hybridization process is taken as the subject, and the students from high and low groups are taken as the subjects to test the cognitive level of hybridization problems among different groups and whether there are significant differences. The results show that the two groups of students can basically analyze the hybrid problem according to certain ideas, but there are significant differences in each analysis step; The overall analysis level of the students in the top group is level 3, which is relatively high.
CHEN De-Cheng, YANG Jia-Hao. Senior High School Students’ Cognition of Hybrid Orbi Theory by Drawing Hybrid Processes[J]. Chinese Journal of Chemical Education, 2024, 45(23): 79-88.
