Survey Of High School Students Chemical Preconceptions And Transformation Strategy

A large number of scientific research and Chemistry teaching practice shows that before study chemistry, the students has formed their own understanding of various chemical phenomena in the objective world through various channels and learning experiences of everyday life, and develop their own system of thought on the basis of the understanding,which is called:"the chemical pre-concept". When students are learning new knowledge, they always try to contact their original understanding, because these understanding is simple, not comprehensive, but students consider them to be "feasible", "reasonable" views, so they are often difficult to abandon or change. So in teaching practice, students make mistakes repeatedly and negligent behavior occurs because students have some perspective, spontaneous potential in students' minds, and it is difficult to detect. Therefore, for purposes of teaching, how to probe student's pre-concept, how should teaching strategies and methods be used to help change these concepts of students are pressing needs to solve the problem.After the survey in high school students in the study of these three important concepts ("amount of substance" and "oxidation reduction reaction" and "molecular structure") and the analysis of chemical characteristics and causes of concepts, guided by constructivism theory, drawing on related research,my research finds that on the concept of these three groups, prior to senior high school students held a large number of concept, in addition to common aspects with pre-concept, due to the students' understanding the rules and characteristics of chemistry influence, its causes are mainly from the the impact of life experiences and the influence of thinking mode in junior middle school, according to students' pre-concept of investigation results, researchers developed corresponding teaching measures for teaching practice:1) create situations to inspire students' cognitive conflict, stimulate the desire to learn through cooperation and discussion and reveal differences;2) help students with cognitive contradictions and promote students' cognitive adaptation with dialogue, experimental inquiry and model; 3)establish specific learning objectives to improve students' Metacognitive level;4)make full use of assessments, concept maps to get student feedback in time,thus consolidate the formation of scientific concepts.Hope that this research can provide some useful information and thus improve the efficiency of chemical concept teaching in high school and enhance students' understanding of concept formation process.