| The concept of chemistry is a general knowledge extracted from the essence of many intuitive phenomena,which can reflect the essence of chemistry.From the perspective of subject status,the learning of chemical concepts is the basic skeleton of chemical learning;from the perspective of cognitive function,the learning of chemical concepts contains rich epistemology,which plays an important role in the development of students’ thinking.As an important concept of high school chemistry,the amount of substance is a bridge between macro and micro.It is the basis of stoichiometry and an important tool for quantitative research.However,there are a large number of obscure concepts in this chapter,and students’ abstract thinking is still in the development stage.The micro-imagination ability is weak,and it is easy to produce an understanding that is inconsistent with the scientific concept,that is alternative framework.If not changed in time,it will have a negative impact on subsequent learning.Therefore,it is of great theoretical and practical significance to explore students’ alternative frameworks in this chapter and to carry out practical research on conceptual transformation.This research is based on literature method,questionnaire survey method,interview method and educational experiment method.First of all,on the basis of combing the relevant literature,the core concepts are defined,and based on the existing research,a four-stage test question of alternative framework in the amount of substance is designed.Then,156 students in the first grade of a key high school in Harbin were selected as the survey objects.Through the analysis of the survey data,the typical alternative conceptions of the survey objects in the chapter of amount of substance were obtained.Secondly,four students with typical alternative frameworks and high confidence index were selected for in-depth interviews to explore the causes of students’ alternative frameworks in the chapter of the amount of substance,and put forward teaching strategies for conceptual change according to the causes.Finally,through the practical research on the concept transformation of the two classes in the chapter review class of amount of substance,the effectiveness of the proposed strategy is verified.Through research and analysis,the following conclusions can be drawn:(1)Judging from the test score,the students in the first grade of senior high school have a low level of understanding of the content of the amount of substance chapter.The average score is6.91 when only considering the answer section,and the average score is 5.04 when considering the answer section and the reason section(full score is 12 points).(2)From the results,for the concepts related to the amount of substance,there are different degrees of alternative frameworks among the students in the first grade of senior high school,including 13 typical true alternative frameworks.(3)From the content of the interview,the causes of the alternative frameworks of the students in the first grade can be summarized as the internal reasons of the students themselves and the complexity of the knowledge itself,the level of teachers’ literacy and other external reasons.(4)From the perspective of the teaching effect of conceptual change,the proposed teaching strategy of conceptual change has a certain role in promoting the deepening of conceptual understanding and the transformation of alternative frameworks.The innovation of this study mainly includes two aspects:(1)On the basis of the existing research,a four-stage test question of alternative frameworks in the amount of substance is designed.and the typical alternative frameworks of senior one students were found.(2)For the theme of the amount of substance,a research idea from finding problems to solving problems has been formed,that is,finding alternative frameworks through testing,obtaining causes through interviews,proposing strategies for causes,and conducting practical research based on strategies. |
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