A Practical Study On The Diagnosis And Transformation Strategies Of Chemical Misconceptions In High School

Concepts are the basis of any discipline system.Chemistry is an independent basic natural science discipline which has a well-established system.It involves many basic chemical concepts.As a basic stage of chemical knowledge learned in middle school chemistry teaching activities,the learning of chemical concept is naturally the basis of learning chemistry knowledge.Through my own teaching practice and interviews with peers,I found that many students have misconceptions.Moreover,the higher the difficulty of the content,the stronger the misunderstanding will be,such as in the section of "hydrolysis of salt".The "misconception" refer to the ideas and understandings that are not completely consistent or completely inconsistent with the scientific concepts,which are formed by students’ own cognitive differences before,during,or after formal learning.It can be seen that the misconceptions will affect students1 mastery and understanding of scientific concepts.So it is an important task for teachers and researchers to diagnose and change students’ misconceptions,which is of great value and significance to the study of chemistry.It should be specially stated that the concept of misconceptions referred to in our study does not belong to the strict or narrow "concept",but a generalized concept.It can also be a conclusion or a regular induction.For example,when the temperature rises,the degree of hydrolysis of salt increases;general expression of hydrolysis equilibrium constant;all particles in solution follows the laws of charge conservation and material conservation.This paper has seven parts:The first part is "Introduction".The part discusses the purpose and significance of the research,the research status,research methods,and research processes.Because most of the researchers used the "two-tier questionnaire" or other forms of questionnaires,which is easy for students’ guessing,answering the questions of the propositional person’s "heart" and the teacher’s over-evaluation.This is the value and foundation of our research.The second part is "A Theoretical Review of This Research." In this part,the related concepts are defined,and some learning theories,cognitive development theories,and concept transformation theories related to this research are comprehensively elaborated.The third part is an introduction to the "Three-tier Questionnaire Diagnostic Tool".This part discusses the basic structure,conpilation principles,and compilation process of the "three-tier questionnaire".At the same time,this section focuses on how to use the“three-tier diagnostic tool" to confirm the "misconceptions" that appear and exist among students.The fourth part is "An Overview of the Concepts Related to the Hydrolysis of Salts".This section includes the concept of hydrolysis of salts and the basic concepts of existing research related to the hydrolysis of salts.The first part mainly covers the main concepts of”the essence of salts hydrolysis","the influence factors of hydrolysis equilibrium" and"particle concentration relation in hydrolysis solution of salt".In the latter part,the concepts related to the hydrolysis of salt are comprehensively sorted out.The fifth part is“The Measurement,Diagnosis,and Analysis of Misconception Formation of the Hydrolysis of Salf"，In this part,interviews,regular questionnaires,and three-tier measurement questionnaires were used to measure the Hbasic concepts of salt hydrolysis" and the possible "misconceptions of salt hydrolysis,.At the same time,the analysis and diagnosis of the above-measured data are also analyzed;analysis of the formation of the myth of the hydrolysis of salt partial misconception.The sixth part is "Practical Research on Partial Misconception Transformation Strategy of Salt Hydrolysis".Through the implementation of "self-explanation strategy,the first organizer strategy,the problem situation teaching strategy" in experimental group and the comparison with the control group,this part proves that the three transformation strategies used in this study have obvious transformation effects.The seventh part is the "summary",pointing out the basic conclusions of this study,the suggestions for teachers to teach chemical concepts,the direction of follow-up researches and the shortcomings of this research.