A Study On Senior High School Students’Misconceptions Of "Chemical Reactions And Energy Change"

New curriculum is put forward to improve the students’ scientific literacy, whose important segment is to learn and master concepts. In the daily teaching, the teachers will find that although the students can memorize, recall some basic scientific concepts, they don’t really understand them. These concepts are not correct or not comprehensive compared to scientific concepts, called misconceptions. So if we want the students to understand the real concepts in learning chemistry, we must have sufficient knowledge of the whole process of concept learning, especially the cause of misconceptions and we should have a clear understanding of the factors which influence the change of concepts.Based on this, with reference to relevant research results of this study, aiming at the status quo of current concept teaching and the characteristics of chemistry subject, with the guidance of cognitive assimilation learning theory, constructivism learning theory and the theory of the zone of proximal development, with chemical reactions and energy as the carrier, this study intends to analyze the origin of the misconceptions through the questionnaire and interviews with three high school students in Fuzhou, and proposes the teaching strategy. This study provides the basis for the teaching design and teaching practice, verifies the effectiveness and feasibility of the strategy, provides empirical basis of concept teaching design.