Research On The Exploration And Transformation Of The Misconception Of High School Chemistry

The research of chemistry education often focuses on chemistry concepts.Basing on its national conditions,China has fully borrowed from the advanced foreign achievements.In the background of scholars' successive hard work to promote education reform,China has started a new round of basic education reform.The new curriculum standards advocate the teaching based on literacy,and one of its manifestations is to construct a structured curriculum content with the big concept of subject as the core.Only the formation of the correct core concept can promote the formation of the big idea of the subject,such as the formation of the core concept of electrochemistry is very important to the formation of the concept of redox reaction.Conducting research on the exploration and transformation of misconceptions is an important way to promote the formation of students' scientific concepts.Focusing on the teaching of basic core concepts of electrochemistry,this paper takes high school students as the research sample to launch the research on the exploration and transformation of misconceptions.The first chapter is the preface,presents the context and reason of the theme,and defines the core concepts.This part summarizes the research status and traits of the related research.It finds that the domestic research on the misconceptions of electrochemical is relatively scattered,the tools are slightly rough,and there is a lack of teaching practice case studies.This part establishes three purposes:exploring the misconception of obsession,proposing the teaching strategy of concept transformation and carrying out the practical research of concept transformation teaching.The main research methods are questionnaire survey and practical research,etc.The second chapter briefly expounds Piaget's theory,Ausubel's theory,constructivism learning theory,concept transformation theory and their enlightenment to this research.The third chapter is the empirical research on the current situation of the misconceptions,which describes the sample selection and the compilation process of empirical tools.The self-compiled three-tier inquiry questionnaire was used to carry out the investigation and personal interviews were conducted,and the results were analyzed in detail.Through the statistics and analysis of the results,the high-frequency misconceptions were summarized,the differences in the level of misconceptions among students of different levels and different grades were tested,the cause of the misconception was summarized,and a new concept transformation strategy based on the electrochemistry cognitive model was proposed.At the same time,this section provides some corresponding teaching design cases.The fourth chapter is the research on the teaching practise of conceptual change.Different teaching is carried out separately in the two sample classes.After the class,the post-test questions are used to evaluate the students' conceptual changeslt is found that there are significant differences between the two classes,which shows that the conduction of concept transformation teaching based on the cognitive model can effectively promote the formation of students' scientific concepts.The fifth chapter is the conclusion and reflection part,sorting out the conclusions of various studies,and reflecting on the innovations and deficiencies of the research.This article is a complete and coherent closed-loop study of electrochemical concept teaching.It has developed a new tool for exploring the misconceptions of electrochemistry,summarized the electrochemical misconceptions that commonly prevailed in students' minds,and constructed the concept transformation teaching mode and teaching cases guided by the cognitive model for the reference of frontline teachers.