Research On Current Situation Of Formation And Teaching Strategies Of Senior School Student’s Chemistry Concept

The chemistry concept refers to the understanding of the general view of the nature of chemistry, which is formed on the basis of chemical knowledge and experience. It is not only the deep understanding and refining of chemical knowledge, but also the whole understanding of the existence and development of nature, society and chemistry subject from the perspective of chemistry, which can reflect the level of scientific literacy. The purpose of promoting students to form the chemistry concept is to promote the concept of deep processing, the development of thinking ability and to stimulate the support of lifelong learning. Under the background of the new round of curriculum reform, more and more attention has been paid to the chemistry concept. Constructing the chemistry concept is the basis of realizing the purpose of chemical education, and the formation of the chemistry concept is the motive force for the development of students’ life, and cultivating the chemistry concept is the need to reform the teaching of chemistry in middle school. Therefore, conforming to the requirements of the times, actively responding to the curriculum reform, vigorously cooperating with the curriculum requirements, paying attention and promoting students to form the chemistry concept has important significance.This paper is divided into six parts. The first part is introduction. It makes an overall analysis of the research background and the status to domestic and foreign research, then explains the purpose and significance of the research, and introduces how to deal with the work with implementation steps, as well as the scientific method. The second part is the theoretical basis of the research. It offers an in-depth analysis of the connotation and characteristics of the chemistry concept, and classifies the chemistry concepts into different categories according to the curriculum standards and textbooks, and elaborates the development level of the chemistry concept at last. The third part is the investigation of the formation of the senior school students’ chemistry concept. In analysis of the characteristics of the elective 4 module (the principle of chemical reaction) of high school chemistry of Peoples Education Press (PEP) Edition and its inherent chemistry concept based, combining with SOLO taxonomy theory to evaluate students’ reaction and giving scientific points, strictly abiding by the questionnaire design principles, to establish the questionnaire. Then implement the questionnaire survey, and make a preliminary analysis of the survey results. The fourth part is the analysis of the status quo of the formation of the senior school students’ chemistry concept. After dealing with the survey data, scientific statistics of the results are given out, the different chemistry concepts (mainly for the concept of energy, the concept of change, the concept of balance, and the concept of particle) formation status and the general chemistry concept in the formation of the status quo are clearly presented. At the same time, it explores the different types (mainly for different gender, different class levels and different grades in chemistry) whether have influence on the form of senior school students’ chemistry concepts. On this basis, we interview typical teachers in the light of the problems which reflect from the questionnaire investigation, and discuss the results. In addition, we also show the problems and confusions about chemistry concepts which the students said themselves. The fifth part is the teaching strategies which to promote senior school students forming the chemistry concept. Analyzing deeply based on the results of the questionnaire survey and typical interviews with teachers, combining with theoretical basis and insights to put forward some scientific, practical, constructive, targeted and applicable teaching suggestions, in order to promote teachers’ teaching and students’ learning. The sixth part is conclusion and reflection. It collates and summarizes the research results, and draws a scientific conclusion. At the same time, it reflects on the process of research, sums up the deficiencies and limitations of the research, puts forward suggestions for improvement, and makes the future research prospects and expectations.Through the comprehensive analysis of the results of the questionnaire and the interviews of the teachers, the following conclusions are drawn:(1)At present, the formation of the chemistry concept of the secondary-grade students from a key senior school in Wuhan is still not mature. Statistical results show that they have initially formed the chemistry concept, but most of the students are still floating on the surface, and the knowledge cannot be used as a deep level of analysis and application.(2)The formation of the chemistry concept is not balanced. The formation of the concept of change, the concept of balance and the concept of particle are relatively good, and the formation of the concept of energy is relatively poor.(3)In the different influence factors of this research, gender has little effect on the formation of senior school students’ chemistry concept, and the level of class and grade do have a certain effect on it.According to the research conclusion and discussion, the following teaching strategies are put forward to promote the formation of the chemistry concept in senior school:(1)Based on the chemistry concept, training divergent thinking. (2)Cultivating consciousness, and guiding construction. (3)Creating situations, and solving problems. (4)Pay attention to migration with constant practice.