A Study Of High School Students’ Construction Strategy Of Chemical Concept Based On Semiology

It is required that we should attach importance to the cultivation of chemical conceptdue to the three aspects: the current situation where high-school students learn chemistry,the dilemma facing chemistry teaching and the criterion for the new curriculum ofchemistry. In terms of Semiotics, this paper studies the strategy for building the chemicalconcept of high-school students, based on the theories of Multimodal Semiotics, Symbolicinteractionism, and Cultural Semiotics. This paper puts forward the teaching strategy forforming the chemical concept from the perspective of mind map, Digital HandheldTechnology, exploratory research, reflection, situation setting and interactive teaching.Meanwhile, the teaching strategy has been applied to teaching practice and has achievedgood teaching results. This paper consists of six parts and the main contents are as follows:Part1: References to some problems. As well as the inevitable requirement for theimportance of the basic chemical concept, this part also points out the necessity ofcultivating high-school students’ chemical concept due to the current situation wherehigh-school students learn chemistry and the dilemma facing chemistry teaching.Part2: Definition of relevant concepts. This part analyses the intension and extensionof basic chemical concept and Semiotics.Part3: Summary of relevant research. In this part, a general analysis of the researchsituation of basic chemical concept and Semiotics at home and abroad is made. This partabsorbs its essence of theory, finds out the limitations and gaps of the research anddevelops new ideas of the research..Part4: Theories supporting the research. This paper seeks for the breakthrough inteaching strategy for building high-school students’ chemical concept, respectively fromthe perspective of Multimodal Semiotics, Symbolic interactionism, and Cultural Semiotics.Part5: Research on building high-school students’ basic chemical concept. This partfocuses on the teaching strategy for forming chemical concept from the perspective ofmind map, Digital Handheld Technology, exploratory research, reflection, situation setting, and interactive teaching. Meanwhile, the teaching strategy has been applied to teachingpracticePart6: Conclusion and reflection. This part summarizes the conclusion of the study,which serves to advance and popularize the formation of high-school students’ chemicalconcept. This part also analyzes some drawbacks, providing basis for the follow-up study.Innovation of this study lie in the definition and research of the chemical conceptfrom the perspective of science and philosophy. In addition, it is also a study exploring theefficient and scientific approach to forming chemical concept, based on the theories ofInteractive Semiotics, Multimodal Semiotics and Cultural Semiotics.