Study On The Mistake Concept In Battery Study And Its Correction Teaching Strategy

Chemistry concept teaching is one important part in chemistry teaching. Students can understand the chemistry concept is its purpose. But the students may have their own ideas on some concepts, which is called "preconception". Usually, these ideas are not consistent with scientific meaning of the concepts. We call them "wrong concept". So, the emphasis task of concept teaching is to change the students' original understanding on the concept - help the students with concepts changing. For this, teachers should recognize the students' wrong concept, and know students' concrete ideas firstly, and then use the corresponding concept changing teach strategy.This paper is based on the educational and psychological theory, with the practice in discipline education. I try to test and interview to check if the high-middle school students have mastered the basic battery concepts, and check the mistake concept in battery studying, know their difficulty in studying, and try to find the right teaching strategy, bring out the reasonable and practical teaching advice.This paper is based on the concept changing theory and it includes,1. investigation and interview on the concept changing teach in chemistry education today.2. Make a paper "Test for master status of Concept in high middle school students", and investigate and analysis the wrong concept in students' basic battery study. This research is done on two sides, investigation on the wrong concept in all grand students, and investigation on the content and root cause of the wrong concept.3. Bring out the reasonable and practical teaching suggestion on wrong concept changing.We collect the test data of battery wrong concept, and do deeply and detailed study. Based onthe analysis on these data, we make the following conclusion, the students of grade 2 and grade 3 both have a lot of wrong concepts in battery concept learning, that is, wrong concepts exist usually; the understanding status of students of grade 2 on battery concept is in accordance with that of students grade 3, no obvious difference; students of grade 3 don't understand the battery concept more correctly obviously, that is to say, students' wrong concept converting is not good in high grade students. At the same time, we found the detailed wrong concepts existing in students and the detailed difficulty in students learning. On the other side, I bring out feasible wrong concept changing teach strategy based on the summary of study at domestic and abroad and the education practice.