Teaching Research On The Change Of Chemistry Misconceptions On Chemical Equilibrium Movement In High School

The concept of chemistry is the most basic component of chemistry knowledge.Students’ mastery of chemistry concepts is a prerequisite for learning chemistry,so the teaching of chemistry concepts plays a major role in chemistry teaching.However,the current status of concept teaching in China is not optimistic.It is often “teachers are tired of teaching,students are tired of learning”.Students seem to understand the chemical concepts taught by teachers in the classroom,but in practice they are hitting the wall.One of the main reasons for this phenomenon is the misconception.The existence of misconceptions has greatly affected students’ understanding of the follow-up scientific concepts and reduced the learning efficiency of students.Many studies have shown that misconceptions can be transformed into scientific concepts in the teaching process.If the teacher can’t realize the existence of the students’ misconceptions and change them in time,then the students will have a lot of misconceptions and even extend more after class.Therefore,classroom practice research on the transformation of misconceptions is particularly important.Basing on the above considerations,I have carried out a practice study on the transformation of chemistry misconceptions in senior high school.Through surveys of teachers and students and interviews with teachers,misconceptions of students is comprehensively explored.On this basis,designing teaching design by using the concept-changing strategies,and carrying on the teaching practice.Focusing on this topic,this paper mainly studies the following aspects:Review literature.Through analysising the literature,carrying out the concept definition,discussing the research status of misconceptions and conceptual change at domestic and foreign,and analysising the lack of research at domestic and foreign,identifying the topic of “chemical equilibrium movement”.Baseing on the theory of cognitive development,recent development zone theory,meaningful learning theory and constructivist learning theory,the practice research on the change of chemical misconceptions in senior high school is carried out.Explore misconceptions.Selecting the chemical equilibrium movement as the teaching practice content,compiling the questionnaires of teachers and students,selecting 48 high school teachers in Xinjiang and 216 students in senior high school in Yili as the respondents,conducting questionnaire surveys,The result shows that students have generally misconceptions on the chemical equilibrium movement,but there are more misconception about concentration and pressure.And the misconception is mainly formed by the following reasons: daily life experience,the influence of others,the level of personal cognition,the difficulty of teaching materials,and the penetration of textbooks between the junior and senior high school.Ten experienced teachers are interviewed to explore the students’ misconceptions from a macro point of view,It is found that the students has higher error rates in terms of concentration and pressure,as well as the influence of inert gas on the chemical equilibrium movement,the relationship between equilibrium movement and velocity,and the time-rate map knowledge of equilibrium movement.The establishment of the v-t diagram of chemical equilibrium movement is helpful to help students understand the relationship between equilibrium movement and rate correctly.After-class variation training can help students review and consolidate what they have learned,explore students’ misconceptions,and remove students’ misconceptions in time.Design the design of the teaching,carry on the class practice.Baseing on the results of the exploration,the teaching design is carefully designed by using the strategy of conceptual change,set up the control class and the experimental class,and conduct classroom practice teaching.Before the teaching practice,the two classes are pre-tested for chemical equilibrium movement,It is found that there is no significant difference between two classes,and they could be used as homogeneous classes to carry out the experiment.According to the characteristics of the knowledge concept of chemical equilibrium movement,the strategies of conceptual change such as creating problem scenarios,analogies,experimental demonstrations,chemical images,concept maps and other teaching strategies are used for desinging teaching design,and different teaching methods are adopted for the control class and the experimental class.The control class uses the conventional method for teaching,and the experimental class uses the strategies of conceptual change for teaching.After the teaching practice,the two classes are post-tested,It is found that there is significant difference between two classes,indicating that the concept change teaching can help students improve their academic performance.Creating concept-changing strategies such as problem scenarios,analogies,experimental video demonstrations,chemical images,and concept maps can effectively transform the misconception in students’ minds.In order to further understand the effectiveness of the concept change teaching and students’ evaluation of the concept change teaching,10 experimental class students are randomly selected for interviews.The interview results show that students are willing to accept this concept change teaching,and believe that concept change teaching has played a positive role in the study of chemical equilibrium movement.