Research On The Fore-scientific Concept In Senior Middle School Chemistry Teaching

The development of society and the profound research in psychology and pedagogy bring the great reform in education ideas. The strategy of strengthening the country by science and the talented demands scientific education, and emphasizes the importance of elementary education in nurturing future citizen's science-accomplishment. It is believed that the control of scientific concepts is the foundation both in forming and elevating people's science-accomplishment. However, the control of scientific concepts is to a large extent restricted by people's fore-science concepts (those which exist in the mind before touching the scientific concepts ), so this paper first tries classifying the fore-science concepts in senior middle school chemistry teaching, then counts and analyses them according to many years' teaching experience. It analyzes the reason why some teachers and students have the fore-science concepts, points out the influence of them on forming scientific concepts. On this basis, this paper brings up and analyzes in detail the strategy on how to overcome the negative influence and how to avoid fore-science concepts. Because time is limited, this paper fails to experiment the ideas ,the work should go on .