| Chemical concept is kind of important basic knowledge in chemistry learning. High school students always get into trouble when understanding certain knowledge such as "electrochemical", "chemical reaction rate and balance", "redox reaction", "electrolyte solution," during their learning. The reason of the difficulty is these concepts include many adjacent or similar chemical concepts that having not only linkages but also differences between each other. However, most studies today failed to do enough research and get the common law in such "proximity impact" of the chemical concept. As a result, it becomes more important to research how different levels of students understand the adjacent or similar chemical concepts and analyze the differences of thinking development of learners in the process of conceptual differentiation.Under above background, we start systematic study on "Proximity Effect" happening in the chemical concept learning of high school students based on the concept of cognitive theory. The study mainly consists of three studies, variation analysis of the common chemical concept representation, variation analysis of the "Proximity Effect" in chemical concepts learning and root cause study of how "Proximity Effect" takes place in chemical concepts learning. The research mentioned takes 120 High School students as subjects and be in form of questionnaires, test papers, data analysis and interviews with the students, while using lots of examples as well. Our study is trying to tell the nature and law of how chemical concepts trigger "proximity effect" by analyzing the behavior of different students when they are impacted by "proximity effect" and the impact level of different chemical concept group that may trigger "proximity effect" to the students. Based on theoretical and empirical research, we also give directions on how to minimize impact of "proximity effect", hoping to provide useful reference and inspiration in chemical concepts teaching and learning.
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