Research On The Concept Transformatio Strategy Of Chemistry In Rural Junior Middle Schools

The pre-scientific concept(referred to as the pre-concept)refers to “ the simple understanding of nature and science formed by students in daily social life,generally inconsistent with the scientific concept ”,also known as “ common conception ” and“isomerism”."Misconceptions","wrong concept",etc.A large number of studies have shown that students have senses in mindsduring their situated learning.Some concepts they have set in their minds are in line with scientific concepts,which will become a favorable point for students’ learning and growth while others inconsistent with scientific concepts may become students’ learning obstacle.In the teaching process,teachers aren’t supposed to pass on the original concepts of students and teach them directly.Instead,teachers should use appropriate and effective teaching strategies to help students complete the conversion of pre-concepts.This paper uses literature research methods,questionnaire,personal interviews and experimental research methods to investigate on the existing concepts of rural middle school students before the study of chemical concepts.What’s more,it also analyzes and summarizes the characteristics and reasons of their concept understanding.Based on the new concept transformation theory,the article puts forward specific teaching strategies and suggestions as well as experimental researches in connection with the teaching of chemistry concepts in rural middle schools.The survey found that pre-chemical concepts prevail in the minds of rural middle school students.The main reasons for these pre-concepts are the influence of daily life experience,other subjects,social environment,school types,the impact of urban-rural differences and the factors of the senior high school entrance examination.Based on the new concept transformation theory,the design argumentation teaching mode,the specific teaching strategies include "introducing topic with the help of conflicts,","strengthening representation,fully demonstrating","tracking argumentation,timely follow-up" and so on.Through experimental research,it is found that the teaching mode has a significant effect on promoting students’ understanding of chemical concepts.In short,the pre-concept of students is the concept that influences them to form science,and is an important influencing factor of concept learning.This study can design specific teaching strategies based on the pre-concept of students,and verify their teaching effects through experimental research.Moreover,itprovides reference and suggestions for the teaching of chemical concepts in rural middle schools.