Research On Concept Diagnosis And Concept Transformation Of High School Students' Chemistry Myths

Against the background of rapid development of information technology,the approach of gaining information for students is becoming more and more diversified.It's common that they have had their own understanding of one chemical concept and even formed some opinions of themselves in daily life,which happened before entering the formal class and learning the chemical concept correctly.However,the understanding that formed before they entering formal class has a deviation from the scientific explanation and scientific chemistry concept.This kind of deviation is called the misconception that the author is studying in this thesis.The misconception has a deep-rooted influence on students'learning,hinder students' understanding and grasping of scientific concepts.For the teaching of chemistry,the chemistry concept teaching is the main line,the teacher must understand and clearly grasp the students original cognitive structure of the existied misconception then the concept transformation strategy applied in teaching design,this is essential for students to have a correct grasp of scientific concepts.For this purpose,questionnaires,interviews and experiments were used to carry out the research.Firstly,the author determines the research direction by consulting relevant literature and combining actual teaching,and two classes with similar grades in grade two of a middle school in wuzhong city were selected as research objects.Then,the data were collected by compiling and distributing the "questionnaire for the pre-test of the concept of "primary cell "in the second year of high school,SPSS20.0 software was used to conduct independent sample t test on the scores of the two classes,which proved that there was no significant difference between the two classes,the author make statistics of students' choice of each question and analyze the reasons for mistakes based on the interview content of students with learning difficulties,the knowledge about"primary cell "misconceptions exist seven aspects:composition condition,working principle,judgment of positive and negative poles and writing of reaction formula,moving direction of anions and cations in solution,function of salt bridge,generation essence of primary cell,understanding of non-Cu-Zn-H2SO4 similar galvanic device,summed up the reason for the existence of the misconception.Then,based on constructivist learning theory,meaningful learning theory,and zone of proximal development theory,on the cognitive conflict and analogy strategy as the main line of teaching design,"primary cell" teaching design experimental edition,taking class(12)as the experimental class and class(11)as the control class,in the experimental class teaching intervention,applied the teaching design compiled by author,in control class conventional teaching are applied.After the implementation of the teaching,the author again issued the post-test questionnaire for the second year of high school students,and collect of data.After using SPSS20.0 software for two classes of test scores do t test,it is proved that there is a significant difference between the experimental class and the control class in the mastery of "primary cell" knowledge after the teaching intervention,it also shows that The Misconception in the minds of the experimental class students has been preliminarily changed.Research shows that after probing the misconception of the students inmind,that adopting the suitable concept transformation strategy to carry on the teaching design is helpful for student to understand and master relevant conception,which is beneficial to eliminate the form of misconception in students' daily life,but also to arouse the students' subjective initiative,and activately to participate in class activities,take the initiative to construct scientific concepts into existing cognitive structures.