Causes Analysis Of Chemical Equilibrium' Alternative Frameworks And Research On Teaching Strategies Of Conceptual Change

Studies in recognition psychology suggest, students enter into the classroom not with an empty mind. They have got much individual experience from their daily life and their learning, some of which could be the now beginning of new knowledge while some of which are against current scientific theories, that is, the wrong notions in their mind. We call these relevant notions formed before education alternative frameworks. Once the alternative frameworks have formed, they will unconsciously steer the students'studying activities. Constructionist theories tell us, studying is not an easy accumulation of information. It is the interactive activity of students'known knowledge and the information they choose and focus in the environment, and the resultant recombination of recognition organization. So, their cognition organization, thinking mode, and their understanding are the premise and basis of learning. It would be teaching activity with little or no efficiency if neglecting students known knowledge and experience.Chemical notion is the rational knowledge of chemical phenomenon and chemical facts after comparing, synthesizing, analysizing, summing up, or making analogy. It is a higher thinking configuration detached from the phenomenon, reflecting chemical phenomenon and its essence, so it formes the base of chemical displinary system and is the key to recognition study. This thesis analyzes the current situation of chemical teaching in our country, puts forward the importance of focusing on the alternative frameworks, summarizes the studies domeatically and abroad. The thesis analysizes the generating ways and the changeable ways of alternative frameworks on the basis of studying on the development modes of notions, selects the contents of chemical equilibrium in Chemical New Course principles of chemical feedback as the study object, puts the speed of chemical feedback, chemical equilibrium constants and the motion of chemical balance in the center of the study, finds out the influence of external factors, like density, temperature, pressure and activator, on the study center aided with the second-stage test and interviewing outlines with students, explores deeply ubiquitous alternative frameworks in high school students, concludes the types of alternative frameworks in study and discusses theirs roots and causes.From the two-tier diagnostic tests in a middle school in Nanxi and the interview after the test, we find, the notion of chemical equilibrium has the following alternative frameworks:·The left and right tropism in chemical equilibrium·The definition of chemical equilibrium and its formula·The influence of activator on the motion of chemical equilibrium·The relationship of the speed and the limits of chemical feedback·The application field and condition of Le Chatelier's principleIn the practical part of the conclusion, the thesis demonstrates the importance of the study from three aspects:1 The study aims to renovate teachers'teaching philosophy and methods, puts forword some advice in two directions. (1) Teachers should reform teaching philosophy actively, explore the existing alternative frameworks, and cultivate studying environment to improve the notion shift/ That requires teachers to look for related information in broad range, collect various alternative frameworks and then accordingly manage their teaching reasonable and skillfully.(2) New chemical textbooks, especially the elective part, demands more on teachers and students. Teachers should continuously expand their chemical knowledge and meet the new challenges with various teaching methods and means when facing different students with different teaching material. As for the chapter of chemical equilibrium, we suggest:①Teachers could find little objects to help understanding for this chapter is much abstract, so they are suggested to use experiment to help teaching and students'constructing of related notions.②The second-stage test with introspective nature shows, students have less introspective studies. Teachers should encourage students improve their introspective ability with self-commentary methods.③Teachers should apply aiding teaching methods like sounds, pictures and multimedia to make the teaching easier to understand.④From the study we know that students get few ways to solve problems then teachers should help them solve problems with more methods.2 This thesis brings forword two suggestions to textbook compiling in its last part.(1) The notions in the chapter of chemical equilibrium closely connect with students daily knowledge and experience, which leads to various alternative frameworks in students. To prevent these, it is necessary to add more pictures and columns, such as pictures about the speed comparison of chemical feedback, pictures about the limits of chemical feedback, columns like"Have you got some wrong notions?"near the notions in the textbook to help teaching and reduce the generation of alternative frameworks. (2) Chemical notions are so abstract that it is hard to make them understood in the teaching. So the affiliated materials for curriculum books should have more exploring experiments to help students understand and enrich their sensatory recognition. As for the experiment for the chapter of chemical equilibrium, we suggest materials with colour change or colour participation should be firstly took into consideration when selecting experiment materials, and multi-group experiments are believed helpful to the understanding, deepening and advancing of the notions.