Research On The Application Of Conceptual Change In High School Chemistry Teaching

The concept of chemistry in senior high school textbooks teaching occupies a very important position by the influence of new curriculum. Study on the strategies of conceptual change teaching is to represent the general trend. However, the concept can not be solved by the direct teaching method. Only through the method of conceptual change, can conceptual teaching be realized and the teaching of concept change shows the direction for conceptual teaching clearly. Though there are a variety of teaching strategies for the teaching of concept change, selecting appropriate teaching strategies is very important for teaching effects in the process of teaching. The researcher selects two typical examples of "amount of substance" and "oxidation-reduction reaction" to study the practical teaching of conceptual change in the process of teaching practice. The researcher hopes it plays a certain reference role in conceptual change in science teaching.For the theory, the study on concept transformation theory system relates to the basic concept such as concept, concept, misconceptions and made a deep research and summary. And a basic research on the history and evolution of its research is also made. The research on the theory system of the concept transformation has done a deep research and thinking, and summarized and expounded from the following aspects, such as its meaning, influencing factors and conditions, teaching mode and teaching strategy.In practice, the study selected two concepts of "material quantity" and "oxidation reduction reaction", which are the most difficult concept of the two high school compulsory stages. These two concepts are the basis of high school chemistry learning. And their application runs through this high school chemistry. Therefore, the learning situation of them will directly affect the students’ interest and confidence in learning chemistry, In the study, questionnaire survey, interview, comparative analysis, statistical analysis and other research methods were used to probe the original concept and concept of the students. In the course of the study, according to the original concept of the students in the teaching design, the students to implement the concept of change, and obtained a certain research results. In the case of the "oxidation reduction reaction", the study of the concept of the students after the change in the situation of exploration, also found the concept of transfer through an intervention can not be completed by one time. Once again explore the concept of students and then to the students to carry out the concept of teaching, and finally achieved good teaching results.Compared with the traditional teaching methods, the effect of the teaching methods of concept transformation is better than the traditional teaching method; It is easy to operate and can be implemented. In the course of teaching, however, attention should be paid to the situation of conceptual change. Because the concept can not be a complete transformation. Besides in the conceptual change teaching, students may also derive new misconceptions. Therefore, we must strengthen and enhance the concepts, which the students need to grasp.