Research On The Fuzzy Concept Of Biomass Structure Knowledge In Senior High School And The Study Of Its Transformation Strategy

Fuzzy concept refers to the results which are not consistent with scientific explanation, inappropriate way of thinking and the fuzzy values, which are the students produce in the learning process. The data shows that the researches of fuzzy concept in the expedition of fuzzy concept, the characteristics of fuzzy concept, causes of fuzzy concept and the change strategies of fuzzy concept have achieved fruitful results, but the study of fuzzy concept in the field of chemistry education in view of the material structure knowledge is not inadequate. To this end, the author first have carried on the thorough analysis and expansion to the connotation of the fuzzy concept, and adopt many methods, such as the concept interpretation, situational judgment, problem solving, oral reports, mind map, concept map, interviews, to study more than600students in Yangzhou, Wuxi and other regions conducted two questionnaire survey and a system case study, to probe fuzzy concepts which the high school students cause in material structure knowledge. On the basis of high school chemistry teachers’interviews, watching teaching, cases analysis and the expedition of students’fuzzy concept transformation mental scale, the author propose the change strategies of fuzzy concept about the material structure knowledge.The results showed that in the atomic structure and element properties section, students have the various types’fuzzy concepts, such as incorrect induction, incorrect transfer, conjecture, memories confused and the name implies. Among them there are more than20%of the students have "ion is a relatively stable state","the first ionization energy is the energy needed to knock off an electron atoms","electronics along the different orbits around the nucleus like planets orbit the sun" and other6kinds fuzzy concepts. And the causes of the fuzzy concept are mainly from students’inappropriate ways of thinking, such as incorrect induction, incorrect analogy, mindset, and transfer of other disciplines knowledge and life. Boys and girls have little difference in this part; the fuzzy concepts between different grades exist a significant difference.In the particle inter-atomic forces and material properties section, students mainly have "covalent and ionic bonds","molecular inter-atomic forces and hydrogen bond","ionic compounds and covalent compound" three types’fuzzy concepts. There are more than20%of students have "connection between the H2O, CO2, O2molecular crystal is covalent bonds","covalent bond is sharing electron pair, ionic bond is gaining or losing electrons","the connections by covalent bond formed between two atoms like the connections between people" and other7kinds fuzzy concepts. And the causes of this part mainly come from the teacher’s inadequate sample teaching and students’incorrect inductive. Boys and girls have little difference in this part; the fuzzy concepts between different grades exist a significant difference.In the molecular space configuration and material properties section, students have "crystal structure and atomic structure","molecular polarity and key polarity"," functional group structure of organic" three types’fuzzy concepts. There are more than20%of students have "molecular crystal is formed by covalent bonds between atoms ","polar molecules is electronic bias, non-polar molecule is electronic without bias" and other8types’fuzzy concepts. The cause of some fuzzy concepts is mainly related to the students’triple characterization ability needs to improve, at the same time the rich concept connotation makes students cognitive overload, teachers’too much emphasis on the teaching content also can not be ignored. Between boys and girls in this part, there exists a significant difference; there is little difference between different grades.The expedition results of students’fuzzy concept transformation mental scale show that,47.8%of the students hope teachers through direct face-to-face communication way to know their thinking processes, followed the way is drawing a mind map. On the knowing of their own fuzzy concepts, there are79.9%of the students realize that they have some fuzzy concepts, between male and female students, and among different grades does not exist significant differences. In the change will of fuzzy concepts,87.5%of students like teachers show their directly on unscientific understanding of the material structure knowledge, there is no significant difference between gender and grade, but there are significant differences between a good record and a middle record at this willingness. In the mode of transformation, the number of students chooses the experiment, showing the process of the chemists’research, displaying the application of production and life, to solve the problem is basic quite. Boys are more inclined to choose showing experiments and showing the process of the chemists’research, while girls tend to choose displaying the application of production and life, doing topics and asking questions. In addition, students prefer to through the communication between students or teachers to complete the establishment of the new concepts or new understanding.Finally on the basis of the expedition of students’fuzzy concept transformation mental scale the author recommend questions asking strategy, draw mind map or concept map to detect and guide students to reflect on their thinking process; recommend the comparison-the building blocks strategy, triple characterization practice strategy, the appropriate group strategy to transformative different types of fuzzy concepts, by means of strengthening the teaching of the sample, prevent the formation of fuzzy concepts.