Strategies And Study On How To Change The Science Preconceptions Of Junior High School Students In The Class

This study, aiming at the preconception's influence on the scientific subjects of junior high school students, ultimately concludes the teaching strategies of conception change on the basis of practice.Research purpose: Through the tentative analysis and corresponding strategies of preconception and its influence on the actual teaching, teaching experiments are carried out with an aim to explore how to make use of students'preconception to further improve the SCIENCE teaching level of secondary school, and try to explore a new way for SCIENCE teaching reform in middle schools.Research innovation: Through the SCIENCE teaching practice of junior high school, the students'preconceptions were analyzed, and by the combination of detailed teaching cases the effectiveness of the implementation of changing preconceptions'strategies was tested. It has targeted and practical advantages, effectively improved students'learning interest and achievement.Research object: Sixth grade students in Shanghai Southwest Model Middle SchoolResearch methods: Literature study, Survey study, Experimental study, Case studyResearch contents: Based on the systematic analysis of the characteristics and causing reasons of the preconceptions, through the study of literature research and experimental research, in the form of teaching cases, the teaching strategies of transforming students'preconception was tentatively analyzed, and effectiveness of strategy is verified through the analysis of experimental data. Two parallel classes in the sixth grade of Shanghai Southwest Model Middle School were selected as the experimental objects. As a pre-test, learning interest, learning attitude and learning method were asked in questionnaire form, through one year's teaching experiment, the post-test of these two classes was compared to learn the changing of students'interest, attitude and methods after the implementation of teaching strategies. Meanwhile, the material was analyzed before class, and the possible chapters which include preconception in"SCIENCE"were selected to diagnose students through ways of questionnaires, interviews, and classroom questions, etc. The targeted instructional design was carried out. Finally, through the academic performance and questionnaire survey of students, the effectiveness of teaching strategies was analyzed. The experiment lasted one year from September, 2009 to July, 2010. In order to strengthen the SCIENCE of the experiment, all the experimental data were analyzed through the use of statistical methods.The results show that the phenomenon of former concept actually exists among students, and has the characteristics of live, spontaneous and stubborn. Through the teaching experiments and statistical analysis of the data, by the adoption of creation situation to trigger and solve the cognitive conflict, metacognitve strategies, inquiry learning, cooperative learning, and master the scientific way of thinking and build a scientific strategy of concept system which is good for the transaction of students'wrong preconception. Its targeted, practical and specific operation advantage are proved through the preliminary practice, and it has an obvious effect on the improvement of students'interest and attitude toward SCIENCE. At the same time, it also trained students'ability of how to use scientific methods to learn, independent thinking and self-exploration, which can improve students'achievement to some extent.This paper can be divided into six parts:The first chapter makes an overview of the domestic and foreign research and the background, significance and methods of this paper. Chapter two defines the concept of the preconception and makes an overview of the conceptual change teaching theory.Chapter three makes an analysis of the characteristics and forming reasons of middle school students'preconceptions and the teaching implication.Through the survey of literature and the theoretical design which the conceptual change theory applies in the secondary school SCIENCE teaching, Chapter four provides a reasonable, workable conceptual change teaching strategies, and make a explain analysis by the combination of specific teaching cases.Through the study of teaching experiment and the analysis of data, the experimental results were achieved in Chapter five.Chapter six summarizes the research and analyzes problems in the process of which conceptual change theory applies in teaching and provides recommendations accordingly.