Based On The Concept Of Change The Amount Of Substance Of Teaching Design

When the students learn a new concept, they already had some fuzzy and unscientificconcepts in their mind, which originates from life practice and experience. We call theseconcepts "the former scientific concepts". Some of the concepts are right and benefit to theunderstanding of the new concept. But some concepts are inconsistent with the new concept,even contrary to it, These concepts which go against the study of the new concept are called"misconceptions". It is that the "misconceptions" which is inconsistent with the scientificknowledge hinder the students learning the new concept. So on the basis of fullyunderstanding the student’s former scientific concepts we should find an effective teachingmodel which will turns those wrong, abhorrent concepts into the correct and scientificconcepts. And this process is called "concept transformation".In this paper, firstly, by the research and analysis of the domestic and internationalscholars’ research status about the "amount of substance" and the concept transformation,the analogy strategy, setting cognitive conflict strategy and concept map strategy are appliedin the "amount of substance" teaching design. Secondly through the survey research weunderstand why are the teachers and students feel difficult to teach and learn the "amount ofsubstance", and what are the former scientific concepts existing in the students’ mind.Finally we do the class standard research and teaching material analysis to confirm the"amount of substance" instructional objectives and teaching difficulty, The teaching plan ofconcept of the amount of substance based on the concept transformation is designed andthrough the teaching practice.During the practice of the teaching plan, the author teach the experimental class withthe concept transformation strategy as the guidance, and give the comparative class with theroutine teaching, and then contrast and analysis the result of the experimental class and thecomparative class, And after half of the semester tracking study we find that the application of the concept transformation strategy can effectively promote the students’ learning of the"amount of substance". The results show that: Compared with the learning result of theconventional teaching applied in the comparative class, the leaning result of theconcept-changed teaching applied in the experimental class is of better effectiveness. Itmeans that when students are learning the concepts, such as the one of amount-of-substance,under the concept-changed strategy, they could link different concepts with each other,improve their cognitive structure and truly achieve the purpose of meaningful leaning.