Generalization Principle Learning Misconceptions And Change In A Preliminary Study

The present research is carried out in combination with the realities of chemistry teaching (chemical equilibrium and electrochemistry) under the guidance of relative theory of pedagogical psychology. Our purpose is to diagnose the students' difficulties about some basic concepts by diagnosis test and clinical interview. We try to sum up the situations of students' conceptual understanding at different grades, to analyze why the misconceptions came into being, and to give some suggestions to the teaching of the chemistry concepts, so as to offer some basic work for the reform of the chemistry instruction. Finally, we carry on the trial of concept teaching of the chemical equilibrium to the students of senior three and university with the "analogy game", verifying its feasibility and rationality.The results suggest that, Students have a lot of mistakes in understanding the concepts of chemical equilibrium and electrochemistry, these misconceptions have characteristics such as being extensive and obstinate. The main reasons are that: The knowledge itself is too abstract; Negative effect of experience of daily life and study; Bad classroom instruction and limitation of the teaching content, etc. "Analogy game" teaching has some effect on promoting students' understanding of concepts, Because students can experience the establishment and movement of chemical equilibrium in person. At the end of this research, we put forward some suggestions on chemistry concepts teaching: (1) At first, it is necessary to acknowledge and try to discover students' misconception; (2) Creating material scenes and arousing cognitive conflict are the key to realize conception changing. (3) The analogy in the concepts teaching should be used properly. (4) We should attach importance to fostering student's ability on qualitative analysis in conception teaching.