The Exploration Of The Myth Concept Of "solution" In Junior Middle School Chemistry And Its Transformation Strategy

The standards of chemistry curriculum focus on improving students' scientific literacy,the study of the basic conception of chemistry is an important link to realize the improvement of students' scientific literacy.Studies have found that students in conception form when some with scientific conceptions are not the same view,we call it the "misconception",it often impedes students' grasp of the conceptions and the teacher's classroom efficiency.With the comprehensive development of chemical curriculum reform,the misconception is widely valued by researchers and teachers.In this study based on the study of misconceptions,through a large number of literature search to determine the students "solution" misconception of the related knowledge of possible conception,on this basis,we compiled the "conception 'solution'test" questionnaire and interview outline.By using the method of questionnaire and interview,this paper probes into the conception of "solution" related knowledge.Based on the compilation and analysis of the survey data,the misconception of the students' knowledge of "solution" is obtained,I put forward the teaching strategy of the conception transformation of 5 points "solution" : 1.It creates a problem situation and causes cognitive conflict.2.To construct scientific conceptions by means of intuitive means.3.Use existing knowledge to understand new conceptions.4.The conception essence is grasped by using positive and negative examples.5.It forms a conceptual system and applies it to practice.According to the transformation strategy,the paper designs two representative "solution" misconception teaching cases--the solution forms the first class and the second class,and provides new ideas for the traditional conception teaching.