The Practical Study On Alternative Frameworks Of Chemistry In Senior High School And Its Conceptual Change Text

The construction and profound understanding of scientific concepts are the foundation for improving students' thinking ability,and also the important foundation for cultivating the core qualities of students.However,when students learn a certain chemical concept,for some reason,their minds inevitably produce some ideas that are inconsistent with scientific concepts.Researchers call these students' ideas "Alternative frameworks ".The existence of alternative frameworks will cause students to have a Thinking disorder in the process of learning.Teachers should take appropriate methods to explore the alternative frameworks that are common in students' learning process and take effective measures to help students change.With the deepening of the research,the researchers put forward a variety of transformation strategies,among which the concept transformation text is used in foreign countries in recent years,it is a short text written in response to alternative frameworks held in students' minds.Studies have shown that the conceptual change texts strategy has certain effect in the practical teaching of transforming alternative frameworks.The purpose of this study is to explore the alternative frameworks held by students before and after learning the redox reaction,and to transform the alternative frameworks by using the concept transformation text,so as to provide reference for other researchers' research or the teaching practice of front-line teachers.First of all,by referring to the relevant literature,understand the current research status of alternative frameworks and conceptual change texts,and summarized and expounded the basic concepts and theoretical basis of the research.Secondly,use the two-stage test to explore the phase heterogeneity of high school students who still hold the concepts related to redox reactions after receiving regular teaching,and then use a simple questionnaire test to understand what the first year students have mastered before learning redox reactions knowledge and existing alternative frameworks,sum up the knowledge points that are easy to produce alternative frameworks,and analyze the causes of the alternative frameworks.Immediately after that,select the four knowledge points that are easy to generate alternative frameworks,such as "recognition of redox reaction","representation method of electron transfer","comparison of oxidizing and reducing properties",and "sequence rule",and four change texts are compiled and applied to teaching practice.Finally,select two classes with the same cognitive level in high school as the experimental class and the control class.The experimental class adopts the concept-changing text strategy for teaching,and the control class is the regular teaching.After completing the redox reaction teaching in both classes,distribute targeted test papers to students for testing,analyze test data and draw corresponding conclusions.Studies have shown that students are prone to alternative frameworks when learning the concepts related to "redox reaction".There are many and very serious alternative frameworks in the knowledge content of "oxidation and reducibility",and alternative frameworks are relatively serious in "representation of electron transfer" and "basic law of redox reaction" knowledge content.Through the statistics and analysis of the post-test data,it is found that the experimental class that accepts the concept change strategy in this article has a higher correct answer rate than the control class that performs conventional teaching.The proportion of heterogeneous people is lower in the experimental class than in the control class.Practical results show that the use of concept-changing texts to transform alternative frameworks in the new lesson teaching has a certain effect,and at the same time it can reduce students' generation of new alternative frameworks.