The Analysis And Research Of Transformation About Misconception Theory In High School

Misconception,which is about concept that has already appeared in mind before students start to learn as well as the fragmentary, lopsided one that has come out during the process of learning. Universality and constancy are the two main features. The misconception theory which has appeared in students’ minds can be an obstacle in their process of learning.So, what teachers should do is to understand the existed misconception theory completely and upgrade the strategy of teaching so as to change the conception. As the development of pedagogy and psychology in 1970’s western scientists started to pay attention to the misconception theory which appeared among students. The research reached a peak in 1980’s and a series of measurements which was to transform theory was advanced.According to the documents published in the mainland China,the research of misconception theory started in 2005. The targets are subjects like physics,chemistry and biology.The research about biology is limited.The research is about genetic variation and photosynthesis.Research about functions of breathing is limited.The chapter Functions of Breathing plays an important role.It has a lot to do with content like the source of ATP, photosynthesis and the absorbing of mineral ions.Also,it provides the foundation for students to learn the laws and activities of lives.But functions of breathing is a micro biochemical reaction, 10th-grades need more biochemical knowledge.So, misconception theory will appear during the process of understanding so that the formation of other core theories will be interrupted.. So promoting the relative researches means a lot.In the research, we take section 3 “The source of cell breathing”of chapter 5 in High school Biology.The target of research is 10th-grades of Guizhou Anshun High School. By choosing two-period testing tools, we started our research on misconception theory which has appeared during the learning ofthe chapter “Functions about Breathing”.While starting our research,we prepared some surveys so as to investigate the misconception theory appeared in students’ minds. Steps we have chosen are the following ones:Step 1, We analysis the definition,cause,feature ways of researching and tools to understand how to transform it so that we can provide references for the transformation.Step 2, We investigate the misconception theory by doing survey on the knowledge about Functions about Breathing. We can discuss the source of related misconception theory and present as well as carry out advanced teaching strategies and measurements by using software to sort out and analysis the results.The result tells us that lots of misconception theory has appeared in the chapter “Functions about Breathing”.Here are the main reasons:wrong extension of knowledge, subjective experience about daily life, abstraction level of knowledge,inappropriate teaching strategies and reasons about social and culture.According to the case analysis, using the method of“predicting-observing-explaining” appropriately during the process of teaching as well as teaching strategies like comparison,conceptual graph and visual teaching is good for improving the existed misconception theory. Then the understanding of orthodox scientific theory can be strengthened and improved.