Design And Practice Research On Primary Battery Refutation Texts

As the beginning of high school electrochemistry,the primary battery is one of the most important and difficult points for students to learn.Studies have found that students have concepts that are inconsistent with scientific concepts when learning the content of primary battery,which is called misconception.Therefore,the dissertation introduces refutation texts as teaching supplementary materials to explore students’ misconceptions about the primary battery and promote conceptual changes.At the same time,the study of the refutation text is a process of scientific argumentation,which contributes to the improvement of students’ argumentation levels.Based on Conceptual Change Theory,Scientific Reading Model and Constructivism Theory,the paper sorts out research status of the refutation text and the concept teaching of primary batteries,puts forward the research hypothesis model,and summarizes misconcepts related to the primary battery.On this basis,general steps and the overall framework of the refutation text designing are formed,and this research selects three themes of the primary battery to design corresponding refutation texts based on different perspectives.In order to explore how the refutation text works,the practice is in the form of group discussion,and the case teaching research is carried out from three angles: a comparative study on the practical effects of misconceptions and conceptual changes related to lithium batteries based on different text types(ordinary text and refutation text);a comparative study on the practical effects of misconceptions and conceptual changes related to the metal corrosion and protection based on different teaching methods(teacher intervention and independent learning);a comparative study on the practical effects of misconceptions and conceptual changes related to the judgment of positive and negative poles of the primary battery based on different visualization methods(text reading and experimental support).Each practice group completes the post-test on the corresponding topic,and results of the pre-test and posttest are compared from the completeness of the argument structure and the scientific nature of the argument content to analyze the development of students’ argumentation levels.The results of the research show that learning refutation texts is more helpful for students to discover misconceptions and promote conceptual changes than ordinary texts.As the organizer and guider in the process of learning refuting texts,teachers can solve students’ incomprehensible puzzles in time and help students find more problems.Experiments provide more evidence for the learning of refutation texts,enhance the refutation effect,and increase students’ interest in learning.Learning refutation texts is helpful to improve students’ argumentation levels.Refutation texts can be tried to use in the teaching process to improve students’ understanding levels of scientific concepts and levels of the scientific argumentation.