| The concept of science refers to the objective and correct cognition of things,while the misconception is the fuzzy relation between the accumulated knowledge and the new knowledge,which is easy to construct an understanding that is inconsistent with the concept of science.We refer to students’ cognition and understanding that are inconsistent with scientific concepts as “misconceptions”.In 2017,the Ministry of Education issued a new high school chemistry curriculum standard with the main purpose of cultivating students’ core chemical literacy,advocating for teachers to actively carry out "literacy based" teaching practices based on real problem situations.Based on the interpretation of the connotations of the five core elements of chemistry,the author found that the existence of misconceptions inevitably affects the formation of chemical core literacy.Through conceptual transformation,transforming misconceptions into scientific concepts is not only an effective method for building knowledge,but also has a positive promoting effect on the formation of chemical core literacy.Therefore,conducting research on the exploration and transformation of students’ misconceptions from the perspective of core literacy cultivation has profound significance.The four-stage measurement method is currently an important method for exploring misconceptions.Its question format includes four stages: answer level,answer confidence level,reason level,and reason confidence level,which can obtain a large amount of student response information.This study selected a national demonstration high school in Mianyang City as the research object.Taking the contents of the textbooks of Redox Reaction and chemical bond as examples,the four-stage measurement method was used to explore Class A and Class B of Grade One at the same level,collect and analyze students’ misconceptions,and combined with the actual situation,through cognitive conflict strategies,cognitive model strategies,comparative teaching strategies,concept map strategies Conceptual transformation text strategies and other teaching strategies were designed to carry out teaching practice in the experimental class,while the other control class adopted traditional teaching models.After the teaching activities are completed,both the experimental class and the control class conduct post tests on relevant content,collect test papers,and use SPSS software to analyze whether there are differences in the results between the two classes.The research found that:(1)17 misconceptions such as "the higher the valence,the stronger the oxidation" appeared in students’ knowledge of redox reaction;For the chemical bond part,21 misconceptions such as "the gravitational action between anion and cation forms the ionic bond" have appeared;(2)The introduction of confidence index can help to judge the nature and extent of misconceptions and improve the accuracy of the results.On the other hand,it can understand the students’ metacognition of the concepts of "redox reaction" and "chemical bond";(3)Compared to traditional teaching,purposeful use of concept transformation teaching strategies helps students master scientific concepts and implement core competencies.The innovation of this article is as follows:(1)It improves the measurement method of misconceptions.Based on the two-stage measurement method and three-stage measurement method,confidence index is introduced after the answer section and the reason section respectively,and the four stage measurement method is used to diagnose students’ misconceptions about redox reaction and chemical bond in the compulsory stage;(2)Enriched the content of high school chemistry misconceptions and specific strategies for concept transformation,providing case studies and references for teaching and subsequent research. |
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