Causes Analysis Of High School Students’ Alternative Frameworks Of "Atomic Structure And Properties" And Research On Corrective Teaching Strategies

Chemical concept is the generality rational knowledge of a large number of chemical phenomenon and chemical facts, it is a higher thinking which reflects the common chemical characteristics and the chemical nature of property. It can be described as the skeleton of the chemistry knowledge structure network. At the same time, chemistry is a scientific studying on the level of molecular and atomic,"the physical structure determines the nature", therefore, to learn the structure and the nature of atomic is the base of studying chemistry.Modern cognitive constructivist theorys tell us, to learn a concept, it is necessary to establish the contact with the learner’s existing cognitive structure. Therefore, the learners’existing experience, knowledge and the patterns of thought is particularly important for learning a concept. If the teachers lose sight of this in the actual teaching, it will make the teaching greatly ineffective.The research selects the first chapter "The structure and nature of the atomic" of Elective Course3-"the structure and nature of the matter" as the research subjects. By compareing the <High school chemistry curriculum standards (experimental)>(hereinafter referred to it as <curriculum standards>) with <High school chemistry syllabus>(hereinafter referred to as the <syllabus>), find the knowledges that been new added and those requirements been improved of the concept system, such as the atomic orbitals, the lowest energy principle, ionization energy and electronegativity. Based on the <acurriculum standards> and the teaching materials, by using documentary method, analysising the alternative frameworks that may be generated, whereby preparaed the questionnaires. Choosed the high school students as the main study object of the questionnaires and student interviews, then sorted out and classified the alternative conceptions about the chapter, Analysised the causes of these alternative conceptions according to cognitive constructivist theory, then combined with the teaching practice, find out feasibility teaching and correction strategy, in order to improve teaching effectiveness.Through research, it has arrived conclusions as follows:(1) It is general that Students have alternative conceptions in learning this chapter, and the more abstract and special, the more alternative conceptions be generated(2) The teachers’ teaching and students’prior knowledge and students’ learning characteristics are the main causes of these alternative conceptions.(3) Reduce students’ alternative conceptions by developing teachers "alternative conceptions founding and correcting" awareness, changing teaching methods, improving teaching details, as well as building concept maps to optimize the students’ cognitive structure and reduce the possibility of the generation of students’alternative conceptions.