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Chinese Journal of Chemical Education  
  Chinese Journal of Chemical Education--2015, 36 (23)   Published: 02 December 2015
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Chinese Journal of Chemical Education. 2015, 36 (23): 0-0.
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Chemical Structures and Reactions in Complex Environments

SHAO Jiu-Shu, FANG Wei-Hai
Chinese Journal of Chemical Education. 2015, 36 (23): 1-1. ;  doi: 10.13884/j.1003-3807hxjy.2015100108
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Analysis of Acid, Alkali and Salt Knowledge in Singapore's Textbook Chemistry Matters

LIU Ke-Wen, WANG Hao
Chinese Journal of Chemical Education. 2015, 36 (23): 2-6. ;  doi: 10.13884/j.1003-3807hxjy.2014110019
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Based on the number of proposition and page,this paper conducted a quantitative analysis of acid, alkali and salt knowledge in Singapore's textbook Chemistry Matters, including characteristics of Chemistry Matters' content selection, structure arrangement and presentation, and gave some suggestions.

Comparison of Learning Difficulty of Text Representation of Chemistry Part in Junior High School Science Textbooks of China and South Korea

WEI Zhi-Fang, CHAI Jia-Yin, DONG Guang-Qing
Chinese Journal of Chemical Education. 2015, 36 (23): 7-12. ;  doi: 10.13884/j.1003-3807hxjy.2015060027
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This paper selected Science textbooks of Zhejiang Education Press and Korea Genius Education Press, compared the learning difficulty of text representation from three dimensions such as character representation, image representation and graphic representation, which totally included seven indicators. Based on the advantages and the problems of these two textbooks, this study put forward some suggestions on the text representation of chemistry in junior high school Science textbook.

Record and Reflection on Fresh Teaching of "Separation and Purification of Substance"

WU Yong-Cai
Chinese Journal of Chemical Education. 2015, 36 (23): 13-17. ;  doi: 10.13884/j.1003-3807hxjy.2015010119
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Based on chemical ideas, this article mainly expounded design, process and reflection on fresh teaching of "separation and purification of substance" for senior high school students. The teaching design focused on innovation by imitating "Is it true" from CCTV 2, and students were immersed in classroom discussion. The teaching content contacted applications of "separation and purification of substance" in daily life and actual production. The teaching methods were based on experimental inquiry on important questions about principle transference, device improvement and instrument selection, strengthened students' participation and understanding, promoted students' development of cognition, thinking, and personality, and led students' learning from "knowledge-centered" to "construction of the concept".

Teaching Design of "Chemical Reaction Rate" in Compulsory Chemistry for Senior High School Based on SOLO Classification Theory

HUANG Ai-Min
Chinese Journal of Chemical Education. 2015, 36 (23): 18-22. ;  doi: 10.13884/j.1003-3807hxjy.2014040173
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This paper analyzed learning levels of "chemical reaction rate" in senior high school chemistry based on SOLO classification theory; believed that compulsory chemistry teaching could take account of the different learning foundation of students, and set different objectives for differences of students.

Effects of Different Material-presenting Ways on High School Students' Concept Learning of Redox Reaction

HU Sheng-Li, YANG Gang
Chinese Journal of Chemical Education. 2015, 36 (23): 23-29. ;  doi: 10.13884/j.1003-3807hxjy.2015070047
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Taking 172 students from senior high school as the researching object, adopting quasi-experimental design method, taking Learning Achievements Test and Emotional Attitude Questionnaire as the measurement tool, this paper discussed the effects of students' learning of the concept of redox reaction in different presenting ways through three versions of high school chemistry textbooks(People's Education Press, Jiangsu Education Press, Shandong Science and Technology Press), and put forward suggestions about textbooks' redaction and teaching according to the research.

Teaching Reflection on Different Experimental Design for the Effect of Temperature on Chemical Equilibrium

WANG Xian-Feng
Chinese Journal of Chemical Education. 2015, 36 (23): 30-32. ;  doi: 10.13884/j.1003-3807hxjy.2014060099
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The experimental designs in the three editions of senior high school chemistry textbooks for "the effect of temperature on chemical equilibrium" were differ from one another, which had different effects on the teaching behavior of teachers. This paper compared teaching behaviors by presenting the relevant teaching recordes of two teachers, and expounded that "chemistry experiment teaching was not only to help students acquire knowledge, but also to train the innovative spirit and practical ability of the students" by analyzing the typical problems in the implementation process of the new curriculum in China.

Thinking of Improving the "Explicit" and "Implicit" Knowledge Based on "S-O-R" Fine Processing Strategy

HE Xiang
Chinese Journal of Chemical Education. 2015, 36 (23): 33-39. ;  doi: 10.13884/j.1003-3807hxjy.2014100078
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Based on Tolman's "S-O-R" behavior model, this paper used unit design, teaching strategies, implicit knowledge, and teaching feedback to facilitate effective learning by integrating explicit and implicit knowledge through generalization, analogy, cognitive conflict and cognitive expectation.

Definition of Chemical Experiment Ability Levels and its Application in the Control of Questions Difficulty in the College Entrance Examination

PAN Deng-Ke, YANG Rui, CAI Ya-Qin, HUANG Chun-Yan, ZHANG Jian
Chinese Journal of Chemical Education. 2015, 36 (23): 40-44. ;  doi: 10.13884/j.1003-3807hxjy.2014120072
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According to Bloom's taxonomy of educational objectives and the knowledge of educational psychology, this paper defined the experimental ability of paper and pencil test as seven ability levels based on the practice of preparing questions and data analysis of Chongqing college entrance examination, the seven levels were memorization, access to information and identification, matching, analogy and understanding, analysis and processing, induction and summary, reflection and evaluation, experimental design. They were used to guide the preparation of questions in Chongqing college entrance examination, by adjusting the proportion and distribution of the test points in each experimental ability level, the accurate control of difficulty of the test was realized, and the discrimination degree of test was significantly improved. Defined experimental ability levels had proved to be with higher scientific and better operability, which could be applied to the preparation of experimental questions of paper and pencil test.

Chemistry Learning Attribution Structure of Middle School Students

ZHANG Si-Fang, LI Guang-Zhou
Chinese Journal of Chemical Education. 2015, 36 (23): 45-48. ;  doi: 10.13884/j.1003-3807hxjy.2015050088
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This paper developed chemistry learning attribution scale of middle school students based on the three-dimension model of chemistry learning attribution structure of middle school students. The questionnaire consisted of five sub dimensions, such as specific self concept, situation cognition, strategy cognition, interpersonal cognition, and enable cognition of chemistry learning. The questionnaire showed high reliability and validity with good structure validity through the process of theoretical presupposition, content and item analysis, exploratory factor analysis, reliability analysis, expert validity and dimensional analysis, confirmatory factor analysis, which could be used as a measurement tool of attribution ability of middle school students in chemistry learning.

Using Handheld Digital Technology to Improve Experiment of Measuring Chemical Reaction Rate

GAO Miao-Tian
Chinese Journal of Chemical Education. 2015, 36 (23): 49-55. ;  doi: 10.13884/j.1003-3807hxjy.2014070070
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Focusing on analyzing the teaching values of the experiment of measuring the chemical reaction rate in Chemical Reaction Principle, this article improved the experiment design by digital handheld technology, guided students to analyze experiment process by tetra-representation of macroscopic, curve, microscopic and symbol in detail and detected teaching effect through interactive classroom teaching effectiveness feedback system. After the teaching, the author evaluated the teaching from students' knowledge of the chemical reaction rate, the degree of achievement of learning goals, the situation of tetra-representation to explore the teaching effect of integration of handheld technology and tetra-representation.

Teaching Exploration on Demonstration Experiment of Ethanol Dehydration

JIANG Xin-Zheng, ZHANG Xue-Yong
Chinese Journal of Chemical Education. 2015, 36 (23): 56-58. ;  doi: 10.13884/j.1003-3807hxjy.2014040099
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This paper studied the problems in demonstration experiment of ethanol dehydration for ethylene preparation in textbook published by Jiangsu Education Press, improved the experimental conditions, and proposed a more reasonable experimental program: using grinding mouth organic glassware, adjusting the ratio of reactants, absorbing harmful gases by means of differential pressure. It showed the experimental idea of green chemistry and made classroom teaching full of new vigor and vitality.

Optimization and Improvement of Experiments about Chemical Reaction Rate

ZHENG Min, ZHANG Ping-Ke, YIN Du-Lin
Chinese Journal of Chemical Education. 2015, 36 (23): 59-60. ;  doi: 10.13884/j.1003-3807hxjy.2014110105
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This paper improved experiments of chemical reaction rate for senior high school, used body temperature, room temperature, and ice temperature to control the reaction temperature of alkaline glucose solution and blue methylene blue solution, and used a self-made device to observe the rate of hydrogen production by different concentrations of dilute hydrochloric acid and zinc. The catalytic decomposition of hydrogen peroxide was controlled by EDTA sodium salt.Thus the effects of temperature, concentration and catalyst on the chemical reaction rate were revealed more vividly and scientifically.

Design of Demonstration Device of Energy Conversion

YE Yong-Qian, ZHANG Xian-Jin
Chinese Journal of Chemical Education. 2015, 36 (23): 61-63. ;  doi: 10.13884/j.1003-3807hxjy.2014010064
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This paper designed solar energy, electric energy, chemical energy and heat energy conversion demonstration device, based on the new energy issues mentioned in high school chemistry textbook. Through the demonstration of this experiment, students could intuitively feel the conversion process of several kinds of energy, which provided teaching reference for teachers.

Factors Affecting Growth of Copper Tree

XU Yan-Hong, YANG Ji-Xiang, YAO Qian-Yun, YUAN Li-Ning
Chinese Journal of Chemical Education. 2015, 36 (23): 64-67. ;  doi: 10.13884/j.1003-3807hxjy.2014030009
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This paper explored the optimal growth carrier and reaction solution of copper tree from the angle of single factor, designed experiments using orthogonal design method to explore factors of solution concentration, temperature and pH, and obtained the optimum conditions for copper tree growth.

Research on Motion of Particles Using Diffusion of Carbon Dioxide Gas

LI De-Qian, ZHOU Mei-Hua
Chinese Journal of Chemical Education. 2015, 36 (23): 68-70. ;  doi: 10.13884/j.1003-3807hxjy.2014040040
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Based on the diffusion of carbon dioxide gas, this paper designed several experiments to explore the motion of particles using clear lime water, litmus paper, burning wood stick and carbon dioxide (or oxygen) digital sensor. These experiments were green, novel and interesting with obvious phenomena, and the experimental results were real and reliable.

Experimental Inquiry on Whether Copper Sulfate Can Accelerate the Rate of Hydrogen Generation

ZHANG Ai-Jv, TAO Suo-Jun, ZHANG Xiao-Lin
Chinese Journal of Chemical Education. 2015, 36 (23): 71-73. ;  doi: 10.13884/j.1003-3807hxjy.2014020103
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Based on the decline of mass of reaction solution, the amount of hydrogen generated per unit time was determined, which was used to express the reaction rate. The results showed that whether copper sulfate could accelerate the rate of hydrogen generation depended on the morphology of metallic zinc, and combination of zinc particles and copper sulfate was conducive to the preparation of hydrogen.

Chinese Journal of Chemical Education. 2015, 36 (23): 74-77. ;  doi: 10.13884/j.1003-3807hxjy.201511000L
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The Discovery of Carbon Monoxide and the End of Phlogiston Theory

YUAN Zhen-Dong, FAN Mei-Chen, YU Xia-Ying, GE Li-Li
Chinese Journal of Chemical Education. 2015, 36 (23): 78-81. ;  doi: 10.13884/j.1003-3807hxjy.2015030151
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Through investigating the discovery process of carbon monoxide, it was clear that the discovery process was not only the discovery history of a chemical substance but also the history of rise and fall about phlogiston theory. British scientist Priestley who believed phlogiston theory first prepared and studied it in the laboratory and called it heavy inflammable air. British chemist William Cruickshank who believed oxidation theory proved that it was carbon monoxide by experiment. This made scientists mostly believed oxidation theory and leaded to the end of phlogiston theory. Through this history people realized that the innovative theoretical thinking had important implications for scientific research.

Chinese Journal of Chemical Education. 2015, 36 (23): 82-82.
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