High School Students The Amount Of Substance "before The Concept Of Measurement Investigation And Concepts Into Teaching And Research

Research has shown that the students have already had some hazy and non-scientific notions in their minds, which originate from practice and experience before learning some new concepts, and we call such hazy and non-scientific notions preconceptions. To make the students understand the chemistry concepts better, we are supposed to know the relative preconceptions of the students and employ alternative teaching strategies to transfer the false, vague preconceptions into correct and scientific ones, we call the process concept translate. Using the theories and accomplishments of the former researcher in the field for reference, together with the guidance of the relative theory about concept translate applied to this paper, the writer makes an investigation on the application of the concept translate strategies in High School chemistry teaching and explores the applicability and effectiveness of the concept translate strategies. The writer also makes significant revisions to the concrete strategies and improves them, thus gives us some very sound advice on teaching.First, the writer sorts out its trail of development by analyzing and exploring the concept translate theory by the scholars home and abroad, including concretely: an overview of the concept translate theory; the concept translate models and the concept translate strategies; a summary concerning the notion of Amount of Substance on available published information. Then, the writer analyzes the concept translate strategies used in the research, including: cognitive conflict strategies; analogy strategies; concept map strategies and uses some strategies into the teaching of high school chemistry.In the course of research, we regard the chemistry concepts concerning the notion of Amount of Substance as base, to analyze the source of preconceptions about Amount of Substance of Senior One students and raise the four concepts: Amount of Substance; molar mass; molar volume of gas ; amount-of-substance concentration as objects of study. The writer teaches using the concept translate strategies in the experimental class, while in the control class, he/she teaches by conventional teaching strategies. The research shows that it is more remarkable in speeding the transferring the students'concepts if we use concept map strategies to teach by contrast.Through the practice of studying the concept translate, the following conclusion can be reached: Have a full realization of the important role preconceptions play in concept learning; whether to trigger cognitive conflict is the key to bringing about concept translate; analogy strategies can be used in learning the concept of Amount of Substance; concept map strategies can integrate all the concepts centering Amount of Substance effectively.