Preconception's Influence On Chemistry Conceptional Learning And The Study Of Its Transformation Tactics

Chemistry conception is a kind of rational knowledge abstracted from chemical phenomena and facts, an essence reflecting chemical phenomena and facts and the basis of systematic chemistry knowledge as a science subject.Traditionally, when teaching some chemistry conceptions, teachers would regard their students'brains as blank boards on purpose or not and try to pack them with these basic ideas by using cramming methods of teaching. As a matter of fact, this kind of teaching method paid no attention to the students' active role in constructing a knowledge system about these conceptions and also to the existence of such chemistry preconceptions as their original real life experience and knowledge background and so on.Vygotsky, as one of the founders of Chemistry Preconceptional Theory, iniatially established a classification between regular preconceptions and scientific conceptions, which has paved the way for people's recent research about chemistry。His theory has helped people realize that learning conceptions is a course not only of conceptional acquisition but also of conceptional transformation.Therefore, when teaching students these conceptions, we teachers ought to pay much attention to their preconceptions about this subject in their minds, rather than regard them as a piece of blank paper.Vygotsky's initial research into Preconception has significantly influenced today's educational and teaching theories.On the basis of his theories about Preconception, today's researchers have further probed into these matters, like its features, cause and result, its fluence on studying scientific conceptions and how to help transform these preconceptional ideas into scientific ones as well.These achievements have provided our teachers with enormous inspiration about how to teach conceptions in class well.Firstly, the following thesis comes with a brief introduction about the significance of conceptional teaching and also about the definition of Preconception.Preconception, in other words, regular conception, or fuzzy conception, or misconception, or alternative conception etc, is a kind of conception formed in people's real life experience instead of being taught or learned formally at school.And it is mainly carried out through surveys and individual discussion. First, it begins with a brief introduction about the significance of conceptional teaching and about some research into this subject Preconception home and abroad as well; Second, it focuses on analyzing its influence upon the basic conceptions required in Junior Middle School Chemistry Textbooks in the form of making surveys and discussing it individually, with the purpose to explore the origin of this term and its features and to present how It affects our students' learning about some basic conceptions in the textbook.At last, the thesis, to benefit our conceptional teaching in chemistry, comes to an end by offering some instructive proposals about how to solve It. All these proposal are expected to make our teaching more oriented to avoid and even to eliminate Its negative influences on our students'study on the basic conceptions in chemistry.It is concluded in the thesis:First, preconception does exists in our lives.Second, It results from many factors such as mass media, study environments, one's personal cognition and so on.Third, Its negative influence upon the chemistry conceptional study is characterized with extensiveness, stubbornness, spontancity, recessiveness and relapse.Fourth, some proposals and measures on how to solve Preconception and on how to help students transform such preconceptions into scientific conceptions, based on Ausubel's educational theories Conceptional Assimilation Theory and Structuralism.