Research On Understanding The Concept Of Chemistry In Senior High School Based On Core Literacy

The study of chemical concepts is the premise and foundation of chemistry learning.Mastering the correct chemical concepts is helpful to the construction and improvement of students' knowledge system.Meanwhile,“highlighting the transmission of important concepts” is also the guiding ideology specially emphasized in the curriculum standard.However,due to the influence of life practice and social experience,etc,the“misconceptions” stubbornly exists in students' cognition,hindering the learning of scientific concepts.Therefore,the understanding of scientific concepts is the key factor to promote the transformation of misconceptions.It is of great theoretical and practical significance to study and implement the teaching of concept understanding in the context of developing students' core accomplishment in chemistry.By referring to literature and combining with the current situation of chemistry classroom teaching in high schools,this study determined to take the topic of "galvanic battery" in compulsory chemistry course 2 of the people's education edition in 2019 as the investigation content,At the same time,the current situation of relevant research and the definition of the concept are completed.The four-paragraph questionnaire and interview outline are used to diagnose students' understanding of concepts.Further carry on the attainment-based teaching design,take the scientific concept construction as the core,with "import concept,analysis of the concept,application of concepts,constructing system" as the design clue,and use strategies such as analogy,cognitive conflict and concept map to help students understand the connotation of chemical concepts from the perspective of macro and micro,and carry out teaching practice.The results show that students have a common misunderstanding in the study of the theme of primary battery.Through the questionnaire survey,15 misconceptions are mainly diagnosed,such as “electrode materials must be metals with different activity”,“oxidation reaction and reduction reaction are carried out in one area at the same time”,which are embodied in the judgment of positive and negative electrodes of primary battery,composition conditions,working principle and electrode reaction formula book Writing and so on.Among them,there are 8 true misconceptions and 7 false misconceptions.At the same time,it analyzes the causes of students' misconceptions.The influencing factors include original knowledge and experience,cognitive limitations,and less rigorous concept expression.By observing the students' classroom performance,the teaching mode of“concept understanding based on core literacy” will greatly activate the classroom atmosphere.Most of the students can actively participate in the analysis of the essence of the concept,which is helpful for the students to understand the chemical concept scientifically and improve the cultivation of chemical core literacy imperceptibly.By comparing and analyzing the test data of the experimental class and the control class,it is found that the correct rate of the students in the experimental class is higher than that in the control class,so as to achieve the common development of students' quality and ability to a certain extent.