Preliminary Study Of High School Students About The Concept Of "electrolyte" Change

The formation of the scientific conception has the vital significance of promoting the student's learning of chemical knowledge as well as deepening the student's cognition of the relations, which is about "chemistry and life" and "chemistry and society", and so on.Under the guidance of relative theory of pedagogical psychology, we carry on pilot study to research the student's conceptual change of "the electrolyte". Investigates the students' pre-scientific conceptions by diagnosis test and individual interview. Induces the origin of the pre-scientific conceptions as well as the reason of the misconception forms. In this foundation, uses the certain strategy to carry on the intervention to the teaching. After the teaching intervention, ascertains the situation of student's conceptual understanding.The research indicates: the student indeed has many pre-scientific conceptions of the electrolyte, the origin of the pre-scientific conceptions as well as the reason of the misconception forms is also various. The research also proved that the corresponding teaching intervention is helpful to promote the occurrence of students' conceptual change: establishes the scientific conceptions; causes the fuzzy conception to be clear; realizes to apply the conception nimbly from memorizing them simply; changes the misconception to the scientific conception. Finally, we put forward some proposals to the present chemical teaching according to our research.