Hign Student "REDOX Reaction"Survey Of The Pre-concept

Students' learning new knowledge start with a certain understanding of it, not totally empty-headed. While, the existed knowledge may function differently. Some cognition promotes the learning of new knowledge, but those mistaken ones may mislead the process. Thus, we cannot ignore the students' prior knowledge and experience in practical instruction at classroom. In the contrary, we should get a good comprehension of students' acquired knowledge and experience, then choose appropriate instruction strategies to achieve the shifting of pre-concepts to scientific concepts.The study based on theory of constructionism, take students and teachers of grade one in a municipal key high school in Harbin as samples. By checking the students' pre-concepts existed before learning "redox reaction" and interviewing the teachers on understanding of pre-concept and shifting strategy of mistaken concept, the study come to the following conclusion:Before the students in the REDOX reaction before there are a lot of related concepts, the former concept is deeply ingrained in the minds of the students, the author aiming at the problems shown in the survey put forward the corresponding teaching Suggestions: excavate the existed concepts, causing conflict between the old ones and the new ones, analyzing the concepts, understanding the connotation and denotation, improve students' interest in learning chemistry and promote students' timely feedback to teachers.Pre-concept is an important factor affecting the learning of chemical concept,research of pre-concept is also an edge topic in chemistry instructing psychology, it has both important theoretical and practical significance. We hope that this study can provide reference for the study of pre-concept and instructing practice of front-line teachers.