Based On The Micro-course, The Study Of The "primary Battery" Error Concept

The primary battery is a key in senior chemistry concept teaching, and it is a difficulty. As the foundation and the beginning of learning electrochemistry, primary battery is the starting point of students to step into a new field. The previous research found that students have difficulty in learning the concept and their understandings are inconsistent with the scientific concept which is called misconception in this study.Therefore, it is vital to test students' misconception when they learn the concept of galvanic cell and to adopt the corresponding teaching strategies.Based on the theory of cognitive development and the theory of deep learning.this study reviews theoretical and practical research on conceptual change, the conceptual change under the guidance of technology, the micro-lecture and the current situation of domestic and foreign research in primary battery teaching. On the basis of the existing research, we use questionnaire and interview investigating the situation of senior high school students' understanding of the concept of the primary battery.Combining with the results, we analyse the chemical curriculum standard, teaching content and the relationship of "primary battery" among knowledge points. Also, we use conceptual change strategy and produce 13 "primary battery" micro videos and put the videos, tests and the related contents as learning material into intelligent tutoring expert system. At last, the galvanic cell micro videos are used in Grade 12th classroom teaching practice. Comparing the pretest and posttest results and a case study of students at different levels, we analyze the cognitive process of conceptual change.The study shows that senior high school students generally have misconceptions in learning primary battery, and the different levels of students' misconceptions vary in type and quantity. In addition, there are some differences in the degree of conceptual change that different levels students obtained. The study also proves that:the micro videos which are designed with conceptual change strategy can effectively help students change some misconceptions and promote students' interest and passion on concept learning.