Research On The Diagnosis And Transformation Strategy Of Misconceptions In High School Chemistry "primary Battery Theme"

With the development of society,students’ ways of obtaining information are gradually diversified.The understanding of some concepts not only comes from books,but also from online media and other ways.These will have a certain impact on students’ correct understanding of new concepts,resulting in students’ understanding of a certain concept.It is inconsistent with scientific concepts,which is called misconception in academia.Its formation will lead to the reduction of students’ learning efficiency and affect students’ self-efficacy.In order to make students learn knowledge scientifically and effectively,it is necessary for teachers to have an in-depth understanding of students’ misconceptions,adjust the teaching plan in time according to the actual situation,and reduce the generation of students’ misconceptions.This study consists of the following six parts:The first part,introduction.According to the current situation of concept teaching and the importance of primary batteries,the author analyzes the current research situation at home and abroad,and clarifies the research ideas and methods.The second part,concept definition and theoretical basis.It defines several core concepts such as “misconception” and “conceptual change”,and provides theoretical support for changing teaching under the guidance of constructivist learning theory,meaningful learning theory and conceptual change theory.The third part is the compilation of diagnostic tools for misconceptions in “primary battery theme”.Based on the two-stage test preparation process,the preparation steps of the four-stage questionnaire are determined as follows:(1)According to the 2017 edition of the new curriculum standard and the teaching material exploration content;(2)Collect students’ misconceptions in the theme of primary battery through teacher interviews and related literature reading,and design a semi-open questionnaire.Establish a two-way breakdown table,assemble a four-stage diagnostic questionnaire and conduct reliability and validity tests to complete the final preparation.The fourth part is the diagnosis and cause analysis of the misconceptions.The author selected the students of Class(1)and Class(2)of Grade 2 in a middle school in Xianyang City to conduct a four-stage pre-test diagnosis,and used Excel to analyze and process the pre-test scores to identify the eight typical and true misconceptions of the students.Through further analysis of the diagnosis results,it is found that the students’ misconceptions may be due to the complexity of knowledge abstraction,differences in individual cognitive levels,existing knowledge and experience,and teachers.The fifth part,the transformation strategy and teaching case of the misconception of“primary battery theme”.On the basis of the conceptual change strategy that has been proposed,combined with the exploration results,the cognitive conflict strategy,visualization strategy and PDEODE teaching strategy are proposed.These three strategies are integrated into the conceptual change teaching,and implemented in the experimental class,while the control class adopts the conventional teaching mode.After the teaching,the two classes were post-tested,and the independent sample t-test was performed on the post-test results using SPSS23.0 software(P = 0.0017).The results show that the conceptual change strategy used in this paper is beneficial to the students’ conceptual change of the original battery theme.The sixth part,conclusion and reflection.In this paper,a four-stage diagnostic questionnaire is used to explore the typical and true misconceptions of students in the“ primary battery theme”,which verifies the practicability of the four-stage diagnostic tool.At the same time,teaching based on three concept change strategies can effectively change students ’ misconceptions and provide reference for front-line teachers.