Teaching Of "bond" Concept Change

The concepts of “pre-concepts”, most of which come from the life practiceand social experience, have existed in students’ minds before they learn somenew concepts.And these pre-concepts tend to be obscure and non-scientific.Therefore, it requests us to transform these “pre-concepts”, which are wrong,obscure and opposed to new concepts, into correct and scientific concepts byadopting some teaching strategies during our teaching procedures.And thistransformation procedure is called “conceptual change”.Many specialists andscholars at home and abroad have done some systematic researches on the“conceptual change” theory, few of which are relevant to high school chemistryteaching.The author does a systematic research on the “conceptual change” theory,and then designs a questionnaire about the abstract “pre-concept”of chemicalbond.Based on the these “pre-concepts”of chemical bond and students’ vaguerecognition about them, the author also designs a teaching plan about thechemical bond, and then put it into practice in the experimental class and thecontrol class. Finally, the author designs a test paper to test the teaching effects.By analyzing the data of the test paper, the author finds that the teaching designis effective.This thesis consists of seven chapters.In chapter one, the author puts forward the research subject of chemicalbond concept transform teaching, and also elaborates its theoretical, practicalsignificance as well as the importance of chemical bond concept.Chapter two is about the literature review, which presents differentscholars’ researches on pre-concepts, conceptual change theory, model andstrategies. According to the previous researches, the author clarifies the researchdepth and width and explores how to better apply the conceptual changestrategies to the high school chemistry teaching process.In this chapter, the author also elaborates some literature review on the chemical bond concepts,including its development and some research results about the myth concept ofchemical bond. Besides, referring to the theoretical basis of teaching andlearning theory,Chapter three is mainly about the purpose, assignment and methods of thisresearch.Chapter four talks about the research results on constructivism learningtheory, analogy teaching strategy, cognitive conflict teaching strategy,andconcept-map teaching strategy.Chapter five is about the research process, which not only elaborates theresearch subject, research design and research results, but also analyze theorigin of the pre-concept of chemical bond.Chapter six is about the teaching practice about chemical bond and theauthor’s teaching design based on prescientific conceptions of chemical bond.This design combines conceptual change theory and fully displays the newcurriculum concept which is student-oriented and aims at students’ activeparticipation in class.In the teaching experiment of chemical bond conceptteaching section, the author elaborates how to select the experimental sample,how to experiment the teaching practice process, how to design the test andanalyze the data processing after the test.Chapter seven expounds the existing problems and prospect for the futureof this research.