A Case Study On The Construction Of Scientific Concepts In Junior Middle School

The rapid growth in science and technology leads to the explosive increase of scientific knowledge. Although the society requires students to grasp all the scientific knowledge they learnt to solve kinds of problems, they hardly can learn all of this in such an limited time. Therefore, this contradiction asks for an update in science teaching. The concept of science is the most common scientific knowledge, and is also the basis of the scientific thinking and the footstone structuring scientific rules and principles. according to studies, the scientific learnt in thinking process do a positive impact on students’ science learning, exploration and problem-solving skills. In this sense, improving science teaching should start from increasing the effectiveness of the science concept teaching.After teasing out the current situation and future development of the science concept teaching both at home and abroad in decades, this research finds that the constructivism positively influences the concept teaching and enables teachers to realize that students’ autonomous constructive skills really play an important role in the concept learning. Analyzing domestic studies of the science concept teaching with the guidance of constructivism, these studies always depend on the preconception, the concept changing and the construction of the science concept teaching theoretically and practically. There are three main problems: first, there is no integration between the construction of the science concept teaching and the strategy research. Second, case studies concerning the science concept teaching are not enough and even the analysis is not deep, therefore, they can not guide the front-line teaching. Third, the studies mainly concentrate on the subject of physics, chemistry and biology in primary or middle schools.Based on the above problems, the present study On the basis of the constructivism learning theory and conceptual change theory,referencing to the construction of the teaching of Wei xin Yuan Science and studying on the teaching mode of scientific concept teaching in junior middle school,while penetration in teaching strategies research, "Why can refer compass direction" and "material solubility" and "cell" around three junior high school science classes concept as an example from physics, chemistry, biology three areas ranges of researching constructive teaching practice and case studies.The design ideas of this research are as follows: First sorts out thedevelopment and current situation of scientific concepts teaching in and abroad, finding out the problems that exist in the teaching of scientific concepts in our country. Secondly, sorting out the theory basis that guiding the science concepts teaching. Thirdly, build up the constructive teaching mode of junior high school science concepts. Fourthly, choose one content from physics、chemistry and geology three disciplines and carry out the teaching design under the guide of junior high school scientific concepts constructive teaching mode. Fifthly, make the conclusion, draw lessons and look forward to the questions in the following research.Study the constructive teaching mode of junior high school science concepts have strong theoretical and practical significance, mainly embodied by providing model of scientific concept teaching design, guiding teaching design and activities of science teachers effectively, and helping improve the effectiveness of scientific concept teaching.