The Teaching Practice Of The "Chemical Bond" Phases In High School And Its Conceptual Transformation Text The Study

Experience has shown that students can't be in one step when they learn abstract chemical concepts.They will have many different alternative frameworks because of their existing experience or different levels of cognition.These alternative frameworks are somewhat stubborn and difficult to change.It has certain obstacles to students' consolidation of old knowledge and acceptance of new knowledge."Chemical bond" is an important abstract concept in the high school chemical system.It is an important knowledge base for students to understand the material structure and understand the nature of chemical changes.The knowledge of “chemical bond” is more abstract and complicated.When students learn “chemical bonds”,they often produce alternative frameworks,timely understand the alternative frameworks that students are prone to when learning “chemical bonds” and adopt effective strategies to change concepts for students in the future.A correct understanding of the structure of matter and the nature of the changes in matter plays an important role.The conceptual change text is a strategy used in concept transformation in recent years.It is a piece of written text in the form of alternative frameworks that exist in the minds of students.The main feature of writing is to target specific alternative frameworks.The use is characterized by direct presentation of alternative frameworks.Studies have shown that the use of conceptual change texts for transforming alternative frameworks has a certain effect.This paper focuses on examining the alternative frameworks that students produce when they learn "chemical bonds" and the use of Conceptual Change Texts to transform their alternative frameworks.Based on the concept and theory of alternative frameworks,conceptual transformation texts,and high school "chemical bond" knowledge,the study examines the "chemical bonds" of high school students by consulting the literature,analyzing students' daily work,and four-stage test.The heterogeneous exploration of the content that is easy to produce summarizes the knowledge points of students who are prone to heterogeneity when learning high school "chemical bonds",and analyzes the causes of alternative frameworks.On this basis,the ionic bond,lattice energy and molecular shape which are prone to phase heterogeneity are selected and compiled into three concept transformation texts,which are applied to teaching practice.The teaching practice selects the two classes of the second grade of the sixth high school of Wuhai City.The senior class one is used for the experimental class to carry out the teaching of the conceptual change text,and the senior class two is for the regular teaching.After the teaching practice,the test volume was written for the senior class one and two for the three knowledge points of ionic bond,lattice energy and molecular shape and texted.Studies have shown that students are prone to heterogeneity in the nature of chemical bonds,chemical bond stability,chemical bonds and intermolecular forces,molecular shapes,and chemical bond-to-energy changes when learning "chemical bonds." The basic concept,if not changed in time,will affect students' deeper understanding and learning of “chemical bonds” and material structure,so teachers should pay attention to it in teaching.The test results after teaching practice show that the correctness rate of the test class that accepts the Conceptual Change Texts teaching is higher than the regular class of the regular teaching,and after independent sample t test,t=3.251>3.250=t(9)0.01,proof there is a significant difference in the correctness rate between the two.It shows that the concept change text has a certain effect on transforming students' alternative frameworks,which can be applied to practical teaching to change concepts.