Based On The Concept Of Dual Situational Learning Mode Transformation Teaching Research

The students in the learning scientific concepts before, have more or less contact at the studyof the related concepts and related knowledge, it is inevitably can form some scientific conceptin understanding, this common understanding tend to hinder the students to a betterunderstanding of the concept and the application in practical problems. Teaching practice foundthat students’"redox reaction" concept various existing alternative frameworks, can directlyimpact on their electrolytic cell, primary battery core knowledge understanding. Teachers shouldunderstand the student’s phase heterogeneous, and choose the right concept transformation model,and take the corresponding teaching strategies, to be effective in promoting students’ conceptualunderstanding, and promote students’ learning and development.Based on the review of the alternative frameworks and conception change at home andabroad, through the "redox reaction" teaching value analysis, puts forward the "redox reaction"related knowledge level of development, constructing the redox reaction concept map, andprepare the" redox reaction " alternative frameworks want to probe tools, test out the highstudent in mind the redox reaction alternative frameworks, this on the basis of the application ofdouble situated learning model (DSLM) teaching design and implement, and use SPSS to theresults, we find that the teaching design effectively promote students "redox reaction" alternativeframeworks, and finally made a concept about conception change successful cases.The thesis consists of nine parts, the main contents are as follows:The first part, clarifies the reason for selecting this thesis.The second part, it summarize the domestic and foreign relevant the alternative frameworksand conception change. Show the current domestic and foreign related concept transformation ofthe field of study, consensus and the trend of the development of the research, and on this basisto find the breakthrough.The third part, put forward the purpose and task of research.The fourth part, this paper systematically describes the important theory basis-doublesituated learning model (DSLM) The fifth part, this part is the high student "redox reaction" the alternative frameworks wantto probe and result analysis. Mainly including "redox reaction" knowledge teaching valueanalysis,"redox reaction" knowledge level of development theory, probe tool design, sampletesting and statistical analysis of the results.The sixth part, mainly is based on double situated learning model (DSLM)"redox reaction"concept transformation of teaching design, including teaching design ideas analysis and designfor teaching schemeThe seventh part, practice and research results, including the selection of object of study, theuse of SPSS to the conceptual change teaching results analysis and research.The eighth part, the results of the study and teaching Suggestions, the results showed that theconcept of the double situated learning model to change teaching can effectively promotestudents’ concept transformation, based on the concept of double situated learning model changethe teaching effect is superior to that do not use concept change teaching strategy teaching effect,do not use concept change the teaching strategy of traditional teaching can promote students’concept transformation. And on this basis puts forward "redox reaction" knowledge teachingadvice.The ninth part is the problem to be resolved in the next work.The innovation of this study lies in that, for the change of the concept of theoretical researchand teaching practice of fusion explored a successful case, for the rich chemical learning theory,and promote the development of chemistry teaching practice, is of positive theoretical andpractical value.