Teaching Research Based On Chemical Core Conceptual Change

High school in our country advocates version of chemical knowledge andconceptual teaching including main concept and concept system. Chemical conceptuallearning plays an important part. Scientific understanding of the core chemicalconcepts can promote students to construct knowledge and science literacy. Chemicalconcept contains name and scientific definition.Some concepts is apparent, such asAtom and Molecular; While some concepts are not obvious, for example Electrolyteand Chemical bond. So the teaching key point comes to be different. High schoolchemistry concept teaching should not only be connected with the students’ life andmake it with a certain color life but also teachers should be determined for each coreconcepts, enhance a new channel for the students to open the chemical science thinkingand understanding ability.According to the theory of Construction-ism, students are not always innocentbecause they gain some information about the knowledge via different ways beforetheir entering the classroom. The knowledge they got is usually lack of scientificreasons. This paper is based on former researches of conceptual change theory. Theconcepts in the head of students before their correction are all called preconceptions inthis paper, which include reasonable and unreasonable contents at the same time. Sothey can promote or disturb the study. Some concepts are superficial and wrong, soresearchers also define them as misconceptions. To build scientific concepts needsteachers to study the preconceptions from students and correct them.This main body of this paper includes the analysis of former research ofconceptual change theory and study on the preconceptions of the Senior One students.The teaching materials are Compulsory Chemistry One and Two pressed by ShandongScience and Technology Press. There are four core concepts including Electrolyte, Redox reaction, Chemical bond and Voltaic cells. Explore the related preconceptions theymight have and the final goal is to make teaching design to contribute to the conceptualchange.Based on the preconception study, I have made a teaching design on Voltaic Cells.Through group communication and collaboration and discussion, students take anactive part in study. Conflict situations and existing problems of student cognition are used to arouse their curiosity. By means of experiment inquiry and other sectors toestablish model, we provide empirical to help students solve the original concept, andsuccessfully lead the students adaptation to learning new concepts, which promote thechange of the former concept to the scientific concept. Ways of practice and other wayscan promote students timely feedback to consolidate the formation of scientificconcepts.Methods to study the task are the method of literature, Questionnaire method andInterviewing.(1)Literature method means referring to literature and studying conceptchange theory and its application in the teaching and its accelerating teachingmodels.(2)Questionnaire method means choosing proper questions which arenecessary to the research as a task to the students. Their answers should be analyzedand act as foundation to put forward to concept change strategies.(3)Interviewingmethod means I will have an interview with teachers and students to know about theirreal ideas of chemistry misconceptions and set a goal to achieve.（4）Action researchmethod.I will develop the conceptual change teaching plan of primary battery andmake the design of teaching mode and teaching strategies of conceptual change basedon specific issues of teaching.Finally, I introduce the analysis, evaluation of teachingeffect of consolidation and prospect.