| After a large number of literature review and sorting,this study reviewed the current research situation of the concept change consistency view and the fragmentation view,and compared them in many aspects,and summarized and sorted out the current research situation of the chemical equilibrium concept change teaching.Then the research was carried out.The first is the research and cause analysis of the concept of "chemical equilibrium" myth.It includes research purpose,scope definition,research methods,data processing,etc.,and summarizes students’ misconceptions about chemical equilibrium through literature analysis.Through the analysis and treatment of the answers to the "chemical equilibrium Sentiment Survey Based on the Conceptual Change Framework Theory",the reasons for the existence of misconceptions are analyzed from the perspective of the conceptual change framework theory.Based on the diagnosis and cause analysis of misconceptions,design effective concept transformation strategies,and design teaching based on the framework theory of concept transformation.Secondly,using a semi-structured interview method and based on the interview results,analyze the reasons for the existence of misconceptions from the perspective of the fragmented theory of conceptual transformation.Based on the diagnosis and cause analysis of misconceptions,select effective concept transformation strategies and design teaching based on the theory of concept transformation fragments.Then,by testing the students’ learning of the theme of "chemical equilibrium" after teaching,we compared the overall differences in teaching effects between the framework theory of concept change,the fragment theory of concept change and normal teaching,as well as the differences in the mastery of different concepts.Finally,it is concluded that,on the whole,the research shows that the effect of"chemical balance"concept change teaching based on the theory of knowledge fragmentation is be框架er than that of traditional teaching,and the effect of"chemical balance"concept change teaching based on the theory of concept consistency is better than that of traditional teaching,However,there is no statistically significant difference between the effects of the two kinds of"chemical balance"concept transformation teaching with different theoretical basis.And reflect on the research results,get inspiration and research recommendations.It is suggested that school teaching should pay attention to cultivating students’scientific epistemological beliefs,using ontological taxonomy for teaching,and using students’phenomena.It is suggested that teaching research should focus on tapping the source resources of potential phenomena,deepening the research of chemical epistemological beliefs,and constructing a cognitive model that takes into account the view of consistency and fragmentation. |
