Misconceptions In High School Chemistry Research

We have formed the teaching mode of conceptions in chemistry in the last few year, but we often overlook the conception itself and the distinctiveness and inner rules in teaching. A survey in recent years about senior three students showed 92.5% of the students believed that conceptions in chemistry learning in senior high school was important, and 30.2% regard the learning of basic conceptions and theories as the most important. 30.8% of the students think that the main element influencing the master of conceptions is the thoughts that have already existed in our brain. When the book《Structure and nature of objects》published by Jiangsu education publishing house has come into use, the content and difficulty degree is quite different from before. So will they master the conceptions better? Or will there be any misconceptions?Based on the analysis of the achievements on philosophy, psychology and educational science at home and abroad, this research work is an attempt combining the teaching practice of chemistry: to check how well the students have mastered the conceptions of the structure and nature of objects and to search for the teaching strategy of students' conceptual change. The author tries to see the difficulties in understanding those conceptions, generalize how well they understand them, analyze the reason for these difficulties and give some suggestions on this topic, so as to do some basic work for the teaching revolution.