In The Junior Middle School Chemistry Teaching Material Concept Transformation Strategy Analysis Research

Since the reform of the new curriculum of Shanghai, teaching materials havewitnessed a great change, with the increase of a lot of pictures, experiments andstudents’activities and the decrease of literal materials. In particular, a great change ofteaching chemical concepts has taken place. The requirements of memorizingchemical concepts and the tightness of statements in teaching materials have beenlowered and such specific defining concepts as atomic structure, quantivalency andamount of matter have been reduced or increased. Faced with the pressure of enteringthe higher school, teachers raise doubts about the new teaching materials, such as howto teach chemical concepts, and teaching by teaching materials or teaching teachingmaterials. In the present world, it is believed that science learning is regarded as aprocess of conceptual change. According to the theory of conceptual change, both thescience theory on the teaching materials and the effects of students’ existingknowledge and experience on teaching should be taken into account in scienceteaching. Then do the junior chemistry textbooks contain the elements of promotingstudents’conceptual change? Therefore, the analysis of the existing teaching materialsbased on conceptual change theory is beneficial to the teacher’s further understandingof new teaching materials and to the transformation of teaching material standpointfrom being traditionally centred on teachers to being centred on students.With the questionnaire on students’ idea about teaching materials and on thegeneral situation of students’ concept learning among the overall ninth grade studentsin a certain school, the survey finds that preconcept promote the students’ conceptualchange, and that new teaching materials promote the academic motivation of studentsto some extent, and that teachers insufficiently use the strategy in teaching materialsand insufficiently guide the student in the learning method. By informal interviewwith some teachers about this problem, it finds that most teachers divorce fromteaching materials, but overweigh the statements of concepts in teaching materials andthe completeness and systematicness of knowledge; and that they haven’t transferredfrom teaching materials to learning materials, but lay stress on drill and consolidation without the direction of methods. Are the concepts in teaching materials reallyincomplete and inexact so that the teaching materials cannot be used as students’ toolof learning concepts?Combined Pintrich’s conceptual change of surpassing cold with Tyson’sframework of multi-dimentional classroom conceptual change, based on Posner’sconceptual change model, the paper designs a analysis model on the junior chemistrytextbook to analyze teaching materials. First, by comparing and contrasting old andnew teaching materials, the paper analyzes whether the existing junior teachingmaterials are eligible to conceptual change from the arrangement of the contentstructure and the column design in teaching materials. Second, the paper tries to findwhether a certain strategy exists in new teaching materials so that a cognitive conflictforms between new knowledge and the existing knowledge, and whether a certain“framework” exists which helps students realize the solution of a cognitive conflictand the conceptual change, and analyzes links such as detection of cognitive structure,initiation of cognitive conflict and construction of science concepts.The result shows that the design of the new junior chemistry textbook is in goodagreement with the conceptual change, and contains basic elements such as somestrategies of helping deal with the students’ dissatisfaction about existing concepts.But teachers’understanding of teaching materials is to be strengthened and someshortcomings in the junior chemistry textbook are presented.