The Research Of Exploration And Teaching Strategies Of Transformation Of The Chemical Misconception

With the development of the new curriculum, chemistry concept teaching has attracted the attention of educators. The teacher is not think concept independently, but seeing the concept of teaching as a continuous movement and development,and change process。Chemistry concept is the rational knowledge by comparison, analysis, synthesis, induction and analogy methods on the basis of chemical phenomena and chemical facts.It is one kind of more advanced thinking form what has detached from the phenomenon,reflecting the chemical phenomenon and its essence, and it is the basic of chemical knowledge system.However, in practical learning process, students are often encountered in relatively abstract chemical concept and they will be feel difficult, and often influenced by "misconception".The "misconception" is refers to the student’s wrong understanding and it produced in the before or the process of learning knowledge,and it is not consistent with our existing science knowledge.Misconception is an important factor affecting the chemical concept teaching in middle schools, therefore, it has important theoretical value and practical significance.In this study, high school students as the research object, the author firstly explore the misconception of the high school chemistry equilibrium in the students’mind, and analyzes the existing situation and reasons of misconception in the minds of students, and puts forward the corresponding teaching strategies of transformation misconception, and transform misconception by using these strategies.This paper consists of six parts:The first part about the introduction.It Introduces the background of this research.and explains some important concepts, and expounds the purpose and significance of the research, and planning and design studies.The second part relating to the existed research and theory.Introducing the features, forming causes,essence and the present research situation in our country and abroad. Moreover conceptual transformation model, the theoretical basis and teaching skills are also included.The third part referring to the exploration of the misconception in the high school chemical equilibrium concept system.First through questionnaires and interviews to understand the understanding of the chemistry teachers learn the conceptual system of the chemical equilibrium, and misconceptions through questionnaires and interviews probe students to learn the chemical equilibrium in the concept of system.The fourth part related to the transformation of misconception of the chemical equilibrium in teaching practice. Through the test and questionnaire, we can learn the experimental results about transform the misconception in the students’mind. The fifth part concerning the study results and analyze.The experimental result is that,the teaching of transform misconception in experimental class can improve the chemistry learning achievement in general, and it has obtained the certain effect, but the effect is not significant.The effect in the improvement of chemistry learning achievement of the good and poor students is not obvious,there also have no significant difference, but the middle student’s chemistry learning achievement has obvious effect, there has significant difference.The sixth part concerning the conclusion and suggestions. Summarize the causes and effectiveness of the experiment to generate these misconceptions. Made some suggestions to chemistry teachers and researchers.