The Exploration And Practice On The Use Of Analogy Strategy For Conceptual Change In Middle School Chemistry Teaching

The conceptual change is a process of transition from misconception to the scientific concept, which occurs in students’ new experience conflicting with their original understanding. To promote students’ conceptual change, students’original understanding should be paid more attention and the situation should be created to help students construct new knowledge actively. Reviewing the previous researches, we can know that analogy, conceptual map and cognitive conflict are very common strategies to promote conceptual change. In this paper, analogy is the main research object. Given the situation of local rural middle school, this paper will integrate the analogy strategy and conceptual change model, and then design a teaching model. A series of teaching plans on "solution chemistry" has been designed in order to explore the validity and maneuverability of this model.The main body of this thesis is devided into five parts:In the first part, we introduce the research status and some classical teaching models for conceptual change and analogical teaching at home and abroad, as well as the research significances and contents used in this paper.In the second part, we explain the related concepts and some theories, such as constructivism theory, transfer theory etc, to support our research.The third part is the theoretical design of the application of analogy in conceptual change teaching. Firstly, we design several analogies which can be used to teach some chemical knowledges. Secondly, we also design a new teaching mode on the basis of student status, and general features in the middle school chemistry teaching. The new model, on the one hand, is required to comply with the related theories, on the other hand, it also advocated to use "Socratic dialogue" in order to reduce the class time which often be wasted by students’ unskillful disscusion about the corresponding relationshiop between the analog and the target in teams. In addition, using "Socratic dialogue" also can help students acquire new knowledge through exploration and understanding.In the forth part, new teaching model is used in chemisty teaching to test its effectiveness and operability. The results show the new teaching model is helpful to students’understanding as well as students’ interest. Besides, some of the students can change the concepts successfully.A brief conclusion is made in the fifth part.