Exploration And Practice Of Conceptual Change Teaching Of High School Chemistry

The concept of chemistry is always the core of the chemistry teaching in high school and the foundation of the basic theories, basic laws and basic formats, learning by the students. Meanwhile, it is also the prerequisite of developing intelligence, especially of training scientific thinking ability. Therefore, all the chemistry teachers take it seriously. However, in the teaching practice, there is a common problem that the students can accurately write the chemistry concepts, but can't understand it clearly and exactly, which has a bad influence on the students and makes it impossible for them to master the chemistry entirely and exactly. That's because the students'"Alternative Frameworks"restricts the foundation of the scientific concept, even having a counteraction, which directly influences the quality of the chemistry teaching. Under the instruction of the relevant theories, this article makes an analysis about the method of the concepts forming, the factors and conditions of the concept transforming, and at the same time inquires into the strategy of transforming form the former concept, especially"Alternative Frameworks"to the scientific concept: one is causing the conflict of cognition; another is promoting cognition complying with; the third is feedback in time, promoting the students'understanding and mastering. By practicing, using concept transformed teaching strategy and method in the class is reliable and effective.