Research On The Concept Exploration And Transformation Teaching Of Chemical Misconception In Senior High School Based On Core Literacy

In the face of new requirements for improving the quality of all citizens and the quality of personnel training in the new era,education reform is closely focused on core literacy.The core literacy of chemistry reflects the essential characteristics of chemistry,integrating basic chemical knowledge,learning ability and chemical thinking mode.How to better reflect the core literacy in chemistry classroom teaching has attracted more and more attention from scholars.Chemical concepts are an important part of the chemical system,embodying the "disciplinarity",not only a part of basic knowledge,but also the function of cultivating students’ thinking ability.The core concepts of chemistry summarize the key points,difficulties and test points of high school chemistry to a large extent.The teaching of core concepts of chemistry can be used as an important entry point for teachers to carry out core literacy teaching.The disciplinary thinking mode of constructing core concepts is conducive to the development of students’ core literacy.In the teaching research of chemical concepts,it is essential to study misconceptions.In the current educational background that emphasizes "literacy-oriented",based on the scientific understanding of chemical concepts,combined with the misconceptions that students may have in the actual learning process,designing teaching strategies for concept transformation,exploring effective teaching methods,and improving concepts learning efficiency,has important practical significance for the cultivation of core literacy in teaching practice.However,under the new situation of the new college entrance examination,there are few researches on the teaching strategies and teaching practice of cultivating the core literacy of chemistry in the process of changing the misconceptions.To this end,the author explored the misconceptions,and based on the core literacy of chemistry,conducted research on the teaching strategies and teaching practices for the transformation of misconceptions.This research has extensively consulted and sorted out the literature,on the basis of the research status of the core literacy of the chemistry discipline,the misconceptions,and the transformation strategies of high school chemistry concepts,taking the content of the "redox reaction" section as an example,combined with interviews,questionnaires,The literature method and other methods are used to investigate and analyze the misconceptions in this section,and summarize the distribution and causes of the misconceptions.With the goal of cultivating students’ core literacy in chemistry,formulate targeted concept transformation strategies,and cultivate students’ core literacy such as "macro identification and micro analysis","concept of change and balanced thinking","evidence reasoning and model cognition","scientific inquiry and innovation consciousness".Finally,through contrastive teaching,the effectiveness of the proposed concept transformation teaching strategy is tested.This research is divided into six parts.The first part introduces the research background and status quo of the core literacy teaching of chemistry,the exploration of misconceptions and the teaching strategies of concept transformation,and expounds the significance,content and research methods of this research.The second part summarizes the meaning of core literacy,core literacy of chemistry,misconception and concept transformation.The third part records the exploration process of misconceptions,including the determination of exploration content,teacher interviews,student questionnaires and data recording and analysis of survey results,and summarizes the types and causes of misconceptions in "redox reaction".The fourth part puts forward the teaching strategy of "redox reaction" misconceptions transformation based on core literacy,including pre-testing before teaching,"macro-micro-symbol" triple representation application,drawing concept maps,constructing thinking models,appropriate using chemical experiments,triggering cognitive conflicts,and example teaching,and designs teaching for specific teaching content in order to achieve the purpose of transforming misconceptions and cultivating core literacy in chemistry.The fifth part records the process of teaching practice research,including the pre-test before teaching,and according to the results of the pre-test paper and the test results before comparative teaching,two classes of the same level were selected for comparative teaching,and using the correct answer rate of the post-test paper and the after-teaching test results to analyze the teaching effect.It also records the interviews with the students in the experimental class for the purpose of investigating the development of students’ core literacy in chemistry after the teaching practice.The sixth part summarizes the conclusions obtained in this research and reflects on the shortcomings in the research process.This paper conducts a complete and coherent research on the content of "redox reaction",explores and summarizes the misconceptions,puts forward teaching strategies for transforming myths and concepts based on the core literacy of chemistry,and designs specific teaching cases for the development of students.It provides a certain reference for the teaching research whose main goal is to develop students’ core literacy.