High School Students On The "electrolyte Solution" Alternative Conceptions And Conceptual Change Strategies

The concept of chemistry is a scientific abstraction. It is the link of cognition structure, which is summed up and abstracted from a large number of chemical facts (experimental results) and logical thinking, reflecting essential attribute and common characteristics. It is the basic element of chemistry, and the scientific language of chemistry.In the practice of our chemistry teaching, though our teachers pay more attention to the teaching of the concept of chemistry, yet the common existence of the "Alternative Frameworks" among the students has restricted or even counteracted on the foundation of scientific concept and this has directly affected the elevation of our chemistry teaching. Therefore, it is much more important for teachers to understand students' concept, to understand (to get a clear idea of ) the factors leading to the transformation of their concept, to the effective strategies for the concept conversion.On the basis of research into the "Alternative Frameworks" of the senior school students' concept about electrolytic solution, this article concludes and analysis the causes of the forming of "Alternative Frameworks" in their minds, and also puts forward two strategies of concept conversion in teaching: one is to reinforce practical experiences and enrich sensible cognition, the other is to constitute a complete cognition structure through the self-exploration of students. At the same time, the article will also put forward some constructive proposals of how to bring the strategies for the concept conversion into effect, that is, the principles of teaching students in accordance of their aptitude on the transformation of "Alternative Frameworks"; the combination of the transformation of "Alternative Frameworks" with the cultivation of the good learning manners of the students.