Exploration And Teaching Research On Preschool Concepts Of Middle School Biochemistry

Scientific concept is an important part of scientific literacy,and concept is the most basic element of the discipline knowledge system,and is the basic content of the discipline.Chemical concepts are the condensation of chemical knowledge.Deeply understanding and applying chemical concepts is the cornerstone for students to correctly understand chemical phenomena and laws and carry out creative practice.The teaching of chemical concepts is affected by many factors,such as the difficulty of concepts,teachers’teaching concepts and methods,students’ learning attitudes and cognitive strategies,etc.In addition,students’ existing perception and understanding will also have an important impact on learning.These perceptions and understandings are formed by students in their daily life or through education in other disciplines,and are called preconceptions.When carrying out teaching design,chemistry teachers need to fully consider the preconceptions in students’minds,and select teaching methods and strategies suitable for students’ development based on this to help students acquire knowledge.The author first reviews the status quo of pre-concept research.Next,the author built a concept transformation model based on teaching practice:explore the pre-concept to determine the teaching goal→combine the content to determine the situation→ask questions to expose the pre-concept→experimental analysis and demonstration to cause conflicts→scientific construction of concept understanding and application→improve the thinking ability to clarify the concept connection.Then,according to the curriculum standards and textbooks,the author compiled a questionnaire and an interview outline,and used the questionnaire and personal interviews to explore students’ pre-concept of chemistry and analyze their characteristics.The survey shows that students have a large number of preconceptions before formal learning,among which there are reasonable concepts and misconceptions.Subsequently,the author put forward teaching strategies such as group cooperation,mind mapping,creating situations,positive and negative examples,problem chains,and experimental exploration for different pre-concepts.Finally,based on the pre-concepts obtained from the exploration,the author carried out teaching design on metals and implemented concept transformation teaching.Finally,in order to evaluate the effectiveness of this model and strategy in teaching,the author conducted a follow-up questionnaire post-test.The research shows that through indepth research and analysis of previous concepts,appropriate teaching strategies can effectively promote the conceptual transformation of students,so as to establish scientific cognition.Students can also transfer these strategies across disciplines,and students’ learning situation has been greatly improved.