Study Ascertaining And Analysis Of The Cause Of Formation Of The Chemical Fuzzy Concepts In Junior Middle School

During the process of studying chemistry, students have the understanding inconsistent to scientific explains too, we call these understanding the chemical fuzzy concepts. They will produce very old negative consequence on students' chemical study, interfere student's normal thinking, influence follow-up of student study, and have great hindrance function to form students' perfect cognitive structure.For this reason, we through questionnaire investigation, interview, method of observing etc., ascertain fuzzy concepts systematically that are stored during the learning process in junior middle school, analyze characteristic and type of chemistry fuzzy concepts, Probe into the reason that chemical fuzzy concepts of junior middle school students passing spoken interview, concept cap, etc. means, advance teaching tactics of transiting their fuzzy concepts.Studies showed that: During the course of studying information to input, advance organizer and study material of the accuracy of expression is an important factor to influence student form scientific idea; Students of different cognitive styles will produce different fuzzy concepts while information is processed; the alternative frameworks in cognitive structure of students will cause students to construct knowledge with mistakes in chemistry study; While the problems are solved, similar content will cause student to adopt some way of semantic analyzing, subjective guessing, etc. then fuzzy concepts are formed; If students supervise, adjust and control the learning process scarcely, the result will influence the going on of normal cognitive course, therefore there will be fuzzy concepts; Because some factors that is not intelligent such as emotion, attitude, etc. will influence students to adjust and control the learning process positively, thus they influence the forming of student's scientific idea indirectly.On the basis of analyzing the cause of formation, we advance teaching tactics of transiting their fuzzy concepts such as diagnosing chemical preconception and transiting alternative frameworks, optimizing students' cognitive style by concepts cap, promoting students to adjust and control voluntarily etc. The research of this subject have sure meanings as to forming the scientific idea and good knowledge structure of the junior school students in the course of studying chemistry, as to changing teaching way of junior middle school chemistry teachers, and as to theoretical researching of scientific teaching and scientific study psychology.