Teaching Practice Research Of Middle School Chemistry Myth Concept Transform Based On The Concept Of Life-oriented Education

For the ninth grade junior high school students who are new to chemistry subject,a good understanding and mastery of the chemical concept plays an important role in learning new knowledge and solving related chemical problems.In daily classroom teaching,teachers often encounter some troubles,for example: by studying textbooks and studuing teaching methods carefully,teachers enable students to understand new chemical concepts during class and students can also accurately use the corresponding chemical language to express.However,in the process of teaching practice testing,it is found that there are some students cannot have a comprehensive understanding of some concepts,and there are still students form the wrong understanding,and even appear the situation of repeatedly do repeatedly wrong.The emergence of this situation is mainly due to the existence of the concept of the myth which makes it difficult for students to understand the new concept.Therefore,the concept of much becomes a headache for teachers in teaching process.Based on the concept of life-oriented education,this paper applies concept map strategy,analogy strategy,sample strategy,reading strategy,representation strategy,and experimental inquiry strategy to carry out teaching practice research on the concept transformation of molecular and atom-related myths in junior high school chemistry.In this paper,different methods,such as questionnaire,interview,comparative analysis and statistical research,are used to investigate the students' original concept of myth and the situation after the conceptual change teaching.According to the students' existing misconceptions and the concept of life-oriented education,the teaching design is carried out in a targeted and scientific.The implementation of conceptual change teaching has reached the teaching expectation to a large extent.Finally,on the basis of the practical research,the conclusion is drawn: the new teaching method based on the concept transformation under the concept of life-oriented education can achieve better teaching effect and be more practicable than the traditional teaching method based on textbooks and supplementary materials.Through the interview of students' cognition and emotion,it is found that students are more willing to accept the concept change teaching form under the infiltration of life-style education concept,which has high recognition and great promotion value.This result shows that teachers should pay more attention to the lifelike teaching language,lifelike teaching examples and diversified teaching methods in the process of daily teaching practice.