High School Students' Understanding About Particles Of Matter

A considerable amount of research has shown that one of the important factors that influence the study is the knowledge which the students have already had before they accepted formal education. Students come to introductory chemistry course with their own comprehension about chemistry phenomena through their own observation, experience and consideration. The students' beliefs, which are incompatible with most scientific theory, are labeled misconception which constitute obstacles to subsequent learning.The author aims at the given field-the structure of substance directed by behavioral learning theory and cognitive learning theory in chemistry education in high school. The author analyzes the difficulties and misconceptions for the understanding of particulate nature of matter in high school, sums up the situation of understanding for every grade student, analyzes the reasons for the misconception, discusses the status in quo of teaching and gives several proposals for the reform of chemistry teaching by the way of individual interview, correlation and so on.Based on reading lots of correlative domestic and overseas literature, the author has a comprehensive understanding for the concept study. Combined with the theory of pedagogy and psychology, the research investigates the understanding of high school student for nature of matter by practice. The work has got many first-hand materials and many behaviors of students before and after learning particulate nature of matter. Based on analyzing and concluding the reason of wrong concept which hold in every grade, the author gives the real reason. Concept understanding is a developing course which has been focused in the research and some suggestion has been bring forward.