Study On Teaching Strategies Of High School Chemistry Misconceptions Based On The Electrolyte Related Concept Teaching

Misconception, It is the concept that people are not consistent with scientific concept or deviation in cognition and understanding of knowledge or concept.At the stage of high school chemistry learning,because there are a lot of misconceptions, and they greatly influence the scientific understanding and learning of chemistry knowledge. Based on this,misconceptions of the electrolyte related concept as the research object, with second grade students of senior high school as the object of teaching practice by on their exploration and practice of teaching, to explore an effective solution to the misconceptions of the electrolyte related concept of effective teaching strategies. Third, introduce the concept of electrolyte. Electrolyte related concepts play an important role in the curriculum, and misconception often appears in the concept of students with studying.Therefore, the author intends to explore from the following six aspects:First, mainly describes the research status on the misconceptions of the electrolyte related concept, research purpose, significance, methods and the overall design part. Only through the understanding of previous related research results, can we make further in-depth and detailed exploration and research, the effective teaching strategies are to be finally found the electrolyte related concept of misconceptions. Second, there is a basic interpretation of the relevant theories of this paper, according to the rules and characteristics of students’ learning knowledge, through the constructivism learning theory, the cognitive structure theory, the explanation of the cognitive assimilation theory, starting from the concept of misconception,do the basic interpretation of the relevant theory. Fourth, through the preparation of the two stage type of the examination questions, the basic situation of the electrolyte related concept in understanding the misconception in the minds of students, analysis of effect of electrolyte misconception. Fifth, effective teaching strategies to change the students’ interpretation of the electrolyte related concept of misconceptions and practice research. The teaching strategies adopted mainly include:Comparative teaching strategy, Teaching strategies of cognitive conflict, The teaching strategy of concept map, Using the "micro lesson" teaching strategy. Sixth, in high school chemistry, not only is there are a lot of misconceptions about electrolyte, there are also a large number of misconceptions with many similar concepts in Chemistry.Due to the misconceptions in the student mind have different types, and there are caused by different factors, so I choose two different classes of senior grade two experiment teaching and research to verify the rationality and effectiveness of teaching strategy, I found that using effective teaching strategy can significantly change the student to the electrolyte related concept cognition and understanding of misconceptions, and obtain the very good effect. Through the discussion of effective teaching strategies and concepts related to the misconception of the electrolyte, in order to arouse people’s attention to the study of effective teaching strategies of Chemistry Concept, and provide effective teaching of high school chemistry lesson.