A Survey On Misconception And Transition Strategies Of Junior Middle School Students

Misconception refers to learners' opinions and understandings which are different from or even contrary to the accepted scientific concepts under the influence or speculation of their own experience about an objective thing or phenomenon in nature.Misconceptions can affect learners' correct understanding of scientific concepts and the construction of their own complete knowledge system.Therefore,it is necessary to study the existence and transformation of misconcepts.This study takes the chapter "Nutrition of the Human Body" in the textbook of Biology Grade 7 of Shandong Science and Technology Publishing House as an example to explore the students' misconceptions and carry out the strategy research on the concept transformation of the misconcepts.This research mainly consists of two parts: text research and practice research.In the text research part,starting from the requirements of the new curriculum standards,based on the textbook of biology of the seventh grade of Junior High School of Shandong Science and Technology Publishing House,under the guidance of front-line teachers and experts,the scientific concepts involved in the teaching content of this chapter are sorted out and summarized.Based on the scientific concepts involved in the teaching content of this chapter,the second-order diagnostic test questionnaire of misconcepts was compiled.In the part of practical research,we use the Misconceptions Questionnaire to carry out an interview survey on this basis,and summarize the reasons for the misconceptions of junior middle school students through interviews.Investigation shows that the main reasons for students' misconception in this chapter are: Confusion and unclear knowledge content caused by weak learning ?Negative transfer of learning knowledge ? Students' own subjective assumptions and improper inferences and the influence of students' own experience.In the process of teaching design and implementation,it is found that conceptual mapping teaching strategy,self-explanatory teaching strategy,scaffolding teaching strategy and organizational strategy can all play a better role in the transformation of students' misconceptions.Teachers should make it clear that there is no teaching strategy suitable for all the myth concepts.At the same time,the same misconceptions can be changed by different teaching strategies according to students' learning conditions and actual abilities.