A Study On The Application Of Concept Map In The Teaching Of Basic Concepts Of Chemistry In Senior High School

Chemical knowledge is not only the requirement of quality education to citizens,but also the basis for improving the basic quality of our citizens.The basic concept of chemistry is the basis of chemical knowledge.Concept map is a way to understand the basic concept of cognitive chemistry.It is very important to improve the quality of chemistry teaching and students' scientific literacy.Based on the theory of meaningful learning,conceptual theory,information processing and learning theory and constructivism theory,this paper designs the teacher and student questionnaire of basic teaching concept of chemistry in senior high school.Through the investigation,the results show that: High school chemistry teachers Discipline teaching theory lack of knowledge,teaching a single way,in the basic concept of specific chemistry teaching process focus on the teaching of knowledge;students lack access to basic concepts of chemical knowledge generation process,lost interest in learning chemistry knowledge.Through the concept map in the study of the basic concept of chemistry in high school,the application of conceptual map theory can significantly change the students' attitude towards learning chemistry,stimulate students' interest in learning and improve students' chemical literacy.Apply the concept map to carry out the basic concept of chemistry,teachers should do as follows:(1)Teachers to determine the concept of more concentrated areas of knowledge and encourage students to construct self-concept map to ensure the autonomy of composition.(2)Teachers guide students in the production of concept maps to help students to establish the correct logical thinking,reflecting the concept of logic.(3)Teachers require students to use graphical representation of chemical concepts and chemical principles should try to avoid too long text,highlight the simplicity of the concept map.(4)Teachers in the full respect for the personality of students on the basis of not to "expert map" tied students thinking,reflecting the diversity of concept map.