Research Of Meta-cognition In Transforming Students' Misconception Of The “Acid?Alkli And Salt” In Junior High School

Compulsory education of chemistry curriculum standards to improve the students' scientific literacy,which is the main thrust of the curriculum concept.Scientific concept teaching is the carrier of cultivating students' scientific literacy.When the students learned new concepts,they would not blank their heads into classroom.We called they have “misconception”,while the preconcept is not consistent with the scientific concept or error.Studies have shown that the traditional teaching model can not effectively change the students' misconception.The concepts of “Acid?Alkali and Salt” are the important part of chemistry,which constitute the chemical structure system in the junior high school.The concepts involve much more systematic knowledge and the students are not mature in the logical thinking ability andlearning cognitive ability.So students have many misconceptions of the “Acid?Alkli and Salt”part.The research take the junior middle school students as the research object,mainly using the investigation method combined with interviewing method,investigates their chemical misconceptions of the “Acid ? Alkli and Salt ” parts and analyse misconceptions' current situation and the main reasons.The research took the metacognitive teachingmode which sets from the steps of “orientation,and situation,team cooperation,draw the concept map”.The series of empirical researches cultivated students' positive metacognitive experience in premise,used the meta-cognition monitoring and rebuilded or perfected metacognitive knowledge constantly,changed students' misconception successfully in the end.I found that the metacognitive teaching mode had more advantagescompared with the traditional teaching methods in transforming students' misconception of the “Acid?Alkli and Salt ”.