High School Chemistry Concepts Teaching Research Based On Cognitive Conflict

Nowadays, scientific literacy, scientific literacy have received more and more attention. How to cultivate the knowledgeable and qualified youngsters with culture has becoming a top priority in developing of our country. Students who could not only grasp knowledge, understand knowledge but also could make use of them and with scientific thinking are excepted.As for chemistry discipline, which owns its unique teaching methods and is closed connected to our social life, the way we teach and learn chemistry should derive from our daily life practice. What’s more, our purpose of learning chemistry is to use them in our daily life.In the traditional teaching methods, teachers especially for chemistry teachers in senior schools only pay attention to the class contents they have prepared. Due to the limitations of the educational system in our country, chemistry teachers in senior school barely communicate with those in junior school. Therefore, they always ignore the students’ knowledge structure and chemical preconceptions formed by individuals in their daily life. However, these preconceptions accessed by students can be either scientific or non-scientific, these non-science and uncorrected preconceptions are also called the misconception. How to introduce scientific, correct knowledge extensions into new concepts, and how to make students produce cognitive conflict, to stimulate students’ thinking, to solve the cognitive conflict under the guidance or teachers in a manner of independent thinking and group discussions, and finally enable students to understand the new concept is worthwhile for every educator to research.This work aims at how to establish cognitive conflicts to conduct senior school chemistry concept teaching. This work is organized as follows:Firstly, the author, having earned experience from daily teaching practice, realized the profound influence of misconceptions on the study of chemistry for fresh students in senior school and the impact of cognitive conflict instructional strategies to the conversion of misconceptions. The author collected and read papers regarding cognitive conflicts, and summarized points of relevant research materials and theoretical basis related to this work to further enrich the thesis.Secondly, we formulated open investigation questionnaire, interview outline, and the two section type test based on senior school textbooks published by People’s Education Press as well as experience as an intern in Dalian City’s Development District 1st high school. And we conducted the interviews, recording and analyzing the interview results in the author’s class.Thirdly, under the guidance of teachers in Dalian City’s Development District 1st high school, we also introduced the cognitive conflicts strategy into the regular teaching. By using the textbook, we applied the strategy into the introduction of new curriculum, explanation of the knowledge points, experiment courses and exercises analysis making the thesis more targeted.Finally, according to the experience in class, the author chose the content of "amount of substance" as topic for further analysis. Based on the investigations about students’ misconceptions, the author designed teaching process, and conducted the teaching by fully creating cognitive conflicts in class 4 grade 1 making the thesis possess more practice of innovation.