Research On The Investigation About "Conductive" Conception Alternative Frameworks And Teaching Intervention Of Middle School Students

Based on the review of the terminologies and results at home and abroad, this study put forward the significance of this topic research through analyzes students "electrolyte" learning and teaching situation at the present stage. Then compile diagnostic tool about "electrolyte" knowledge which is administered to different grades students. The data is analyzed and handled, show that the students learn the electrolyte before the existence of relevant experience and knowledge, experience and some knowledge is flawed, the students after learning the electrolyte can form various types of alternative conceptions. Followed by the control variables (teaching choreography and teachers teach) the method to design four different teaching methods of teaching practice, come to a different way of teaching and teacher text textbook type initiator alternative conceptions of students formed to verify the choreography and teaching teachers to teach students form factors indeed influence electrolyte alternative conceptions, and teachers teach the greatest impact.The research focused on solving the problem:The first,High school students before the "electrolyte" concept study of existing knowledge and experience, "conducting" the knowledge of what?After the "electrolyte" concept learning what types of alternative conceptions will form.The second, Three factors have been derived from studies impact of high school students to form the electrolyte distinct conception of "students’ prior knowledge and experience, the order of arrangement of teaching materials, teacher’s teaching", respectively, affect students’ alternative conceptions of what type of formation?Which factors predominate, order scheduling and teacher professor teaching manner which best fit students’ learning?In order to solve these two problems, the present study was designed following four parts:The first part, the mind map of "Electrolyte" knowledge.The second part, The use of questionnaires measuring tools, test check high school students "conductive" prior knowledge, exploration sophomore students for "electrolyte" concept distinct conception.The third part, by controlling the "textbook presentation, teachers teach" these two factors, in order to probe the factors that influence the formation of middle school students "electrolyte" Alternative Frameworks are what will lead to the type of student alternative conceptions of the formation, which factors dominant.The fourth part, all of the above data analysis, summed up the conclusions of the research.