Study On The Diagnosis And Transformation Strategies Of Chemistry Misconceptions Of Senior High School Students

Chemistry concept is one of the important basis for senior high school students to learn chemistry 。 In the course of study, senior high school students have some misconceptions, which will not only hinder the students accurately master the concept, but also will affect the students’ thinking in chemistry.Based on connotation definition, the tool of two-tier and individual interview are employed to examine and diagnose the misconceptions and what cause it in chemistry learning optional course《chemical reaction principle》. The results show that students’ misconceptions about“the influence of conditions of the change of chemical equilibrium”and“the undissolved electrolyte’s precipitation and dissolution equilibrium”are not only extensive but also have high error rate. The traditional teaching methods make it difficult for teachers to change the misconceptions of students. Therefore, teachers are required to employ highly individualized approaches. Students’ misconceptions about“chemical reaction rate”is not only relatively sparse distribution but also have low error rate. In general, with the improvement of the level of abstraction of the chemistry concept, the number of students’ misconceptions and error rate has a tendency to increase.On the basis of investigation and analysis, guided by the conceptual change theory, the transformation strategy of the misconceptions, and the practice into the classroom are put forward. Concept transformation model is divided into three stages:the initial stage, the conflict stage and the solution stage. Taking the classroom teaching of “the influence of conditions of the change of chemical equilibrium”and“the undissolved electrolyte’s precipitation and dissolution equilibrium” as an example, The results show that this research which adopts the teaching design based on the conceptual change theory to transform students’ misconceptions is effective by comparing the effect of the experimental class and the control class.