A Study On Effective Teaching Strategies Of Chemistry Class In Senior High School Based On Pre-concepts Theory

The results show that, before students study scientific concepts formally, influenced bylife experiences, they formed a personal concept in their minds, which is the pre-concept.Some of these pre-concepts are consistent with the scientific concepts; some of them go theopposite of the scientific concepts. When the pre-concepts are inconsistent with scientificconcepts, it will affect the students’ learning of science concepts. Thus, the study of thepre-concepts plays an important role in students’ study of chemistry concepts. The researchon pre-concepts has theoretical and practical significance.As students has years of life experiences before they study chemistry, they have alreadyformed their own ideas about what they saw and what they heard, which makes pre-conceptscover a wide scope. Because these pre-concepts are from their own understanding of objectivethings, which obey their own cognitive principles, thus, from their own point of view, thesepre-concepts are quite reasonable, and are hard to change. Meanwhile, the pre-concepts areconcealable, so teachers feel difficult to find them; even the students don’t know the existenceof such pre-concepts, which makes the exploration of the pre-concepts and the study of theconceptual change particularly important.The thesis is guided by construction theory, cognitive development theory and Ausubel’smeaningful learning theory. It draws the relevant theoretical research, explores and analyzespre-concepts existed in high school students’ study of the two important topics, ironic reactionand electrochemical. The results show that, there are a lot of pre-concepts while studentsstudy these two topics, which has a great negative impact on leaning the proper scientificconcept. The teachers often ignore the students’ pre-concepts, are subject to the pre-concepts,which failed their expected results. The study also explores the methods of the pre-conceptualchange during teaching process, and provides the effective ways to guide teachers’ teaching.