电化学教学一直是高中教学的重点难点，因其在实际生活和生产中都有广泛的应用以及近年来新型电池的研究而成为历年高考的热点之一。作为化学反应与能量相互转化的内容之一，综合了物理化学学科交叉知识的同时又密切关联许多化学基本概念原理部分内容，试题往往综合新科技新情景，考查灵活，学习困难较大，对我校的学生实际情况来说，学习此部分更为吃力，教学难度较大，因此分析基础薄弱学生在电化学学习中学习障碍并实行针对性的教学改进就显的尤为重要。本文针对本人所带班级的基础薄弱的特点，以电化学认识模型为工具，针对基础薄弱学生进行电化学教学的改进，期待能够利用电化学认识模型提高他们在电化学学习的效果，增强学习信心，提高教学效率。

本文先是在文献调研、问卷调查、学生访谈的基础上确定了基础薄弱学生在电化学学习中薄弱点及学习障碍，制定了针对性的补弱计划并实施，并在此基础上设计了针对基础薄弱学生的电化学认识模型教学实践，教学实践主要经历了原电池认识模型的教学实践、电解池认识模型的教学实践、电化学认识模型的整合教学实践。教学实践后，通过后测问卷调查以及访谈结果发现基于电化学认识模型建构的教学对于提高基础薄弱学生电化学知识学习成绩是非常有效的，最后在研究基础上总结出针对与基础薄弱学生电化学教学的教学设计、运用认识模型解决不同类型真实问题的思维流程以及相对应的有效教学策略。

通过研究可以得出以下结论:电化学认识模型为基础薄弱学生分析解决电化学问题提供了系统性的分析思路和分析角度，能够提高学生在此部分的解题效率和解题质量，但在此之前需要有必要基础知识的补习；在基础薄弱学生建构电化学认识模型需要完整系统的课前-课中-课后的设计且这些教学环节的设计必须在教师的设计下落到实处；合理的多种教学策略对基础薄弱学生的模型建构教学至关重要，学案导学法、任务驱动式教学、启发讲授式教学、小组合作学习、自主探究诊断、思维导图、增加变式训练、口诀辅助记忆，强制性书写分析思路等教学策略均能提高学习效果；单元整体设计有助于电化学认识模型的建构；强制性要求学生书写分析思路有助于基础薄弱学生对模型的理解运用；在用认识模型解题时需要教师帮助学生建立系统化的用模型解决实际问题的思维流程以及解题策略；在基础薄弱学生中进行电化学认识模型的教学建构需要一步步来，不能急于求成，须经历多次教师示范→学生模仿→教师诊断纠偏→学生自我诊断反思总结的过程；电化学认识模型建构之后，基础薄弱学生能分析简单的电化学问题(AB层次)，但对于能力要求较高的C层次的问题分析仍比较困难。

Electrochemistry teaching has always been the key and difficult point in senior high school teaching. Because of its wide application in practical life and production and the research of new batteries in recent years, it has become one of the hot spots in the college entrance examination. In content, it is an important part of chemical reactions and energy, integrated the knowledge of physical chemistry course cross at the same time, many chemical basic concepts closely related principle part, comprehensive is stronger, is difficult to learn, for the actual situation of foundation weak students learn this part more demanding, teaching is difficult, so the analysis foundation weak students learning disabilities in electrochemical study and implement targeted improvement of teaching is the significant particularly important. Aiming at the characteristics of my class's weak foundation, this paper USES electrochemical cognition model as a tool to improve electrochemical teaching for students with weak foundation. It is expected that the electrochemical cognition model can be used to improve their electrochemical learning effect, enhance their confidence in learning and improve teaching efficiency.

This article first in the literature research, questionnaire survey, are determined on the basis of student interviews the foundation weak students in electrochemical study vulnerabilities and learning disabilities, formulated the corresponding repair weak plan and implementation, and on the basis of design for foundation weak students electrochemical recognition model of teaching practice, teaching practice mainly through the teaching practice of galvanic knowledge model to know electrolytic cell model of teaching practice, teaching practice of the integration of the three most electrochemical recognition model. After teaching practice, through the survey questionnaire and interview results found based on electrochemical recognition model constructed electrochemical knowledge teaching to improve the foundation weak students learning achievement is very effective, finally based on the study concluded that the electrochemical with foundation weak students in the teaching of teaching design, using the knowledge model to solve the problems of the different types of real thinking process and the corresponding effective teaching strategy.

Through the research, the following conclusions can be drawn: Electrochemical cognition model provides a systematic analytical thinking and perspective for students with weak foundation to analyze and solve electrochemical problems, which can improve students' problem solving efficiency and quality in this part of the problem solving, but it is necessary to supplement the necessary basic knowledge before this. The construction of electrochemical cognition model for students with weak foundation requires a complete and systematic design before, during and after class, and the design of these teaching links must be put into practice in the teacher's design. The model construction of foundation weak students a variety of teaching strategies of teaching requires the use of special combination of teaching methods, learning case research method, task driven teaching, heuristic teaching type teaching, cooperative learning group, independently to explore the diagnosis, mind mapping and auxiliary memory increase variant training, formula, mandatory writing analysis methods such as teaching strategy can improve the effect of learning; The whole unit design is helpful to the construction of electrochemical cognition model. Compulsory requirements for students to write analysis ideas help students with weak foundation to understand and apply the model; When solving problems with cognitive models, teachers are required to help students establish a systematic thinking process and problem-solving strategies for solving practical problems with models; The teaching construction of electrochemical cognition model among students with weak foundation should be carried out step by step and should not be done in a hurry. It needs to go through the process of teacher demonstration, student imitation, teacher diagnosis correction and student self-diagnosis reflection and summary. After the establishment of electrochemical cognition model, students with weak foundation can analyze simple electrochemical problems (AB level), but it is still difficult to analyze problems with higher ability requirements (C level).