The Research On Teaching Strategies Of High School Thermochemistry Misconceptions Transformation Based On Discipline Core Literacy

As one of the key points of high school chemistry,the knowledge of "thermochemistry" involves the abstract concept of "energy",and students are prone to generate misconceptions in the learning process.Based on the teaching goal of development of the chemistry discipline core literacy,paying attention to the change of students' cognitive style is the key to change students' misconception.Therefore,in the process of design and implementation of thermochemistry teaching,we should take the development of chemistry discipline core literacy as the starting point,pay attention to students' misconceptions,and improve the learning efficiency of students' concept learning.The purpose of this study is to change the students' misconceptions on thermochemistry from the perspective of developing students' discipline core literacy.The specific research process is as follows: First of all,The author takes 200 students from four classes of a middle school in Hohhot as the research object,and uses Two-tier Diagnostic Assessment and interviews to diagnos the students' misconception on thermochemistry.Through the survey,we can find that there are five misconceptions about "bond energy","enthalpy change"," thermochemical equation","heat of combustion","Hess' s law" in students' mind.Secondly,the analysis of the causes of students' misconceptions shows that there are three main causes of students' misconceptions.That is,the knowledge itself is highly theoretical and the concept is abstract;the teaching process only pays attention to the examination exercise,despises the discipline core literacy training;the students lack the specialized methods in the learning process.Thirdly,according to Posner's concept transformation theory and the ability constitution model of discipline core literacy,the author selects effective teaching strategies to transform misconceptions in the teaching process.The strategies includes situation materials strategy,externalized cognition strategy,content organization strategy,thinking model strategy,comparison analysis strategy.Finally,the strategies are applied to the real teaching in the class of “chemical reactions and energy” to verify its effectiveness.The results show that situation materials strategy and externalized cognition strategy can provide appropriate opportunities for conceptual transformation,content organization strategy and thinking model strategy can change students' misconceptions and develop students' discipline core literacy based on the perspective of discipline cognition mode.The comparison analysis strategy can help students form a correct understanding of new concepts.In general,in the concept teaching of thermochemistry in middle school,teachers should pay attention to the cultivation of students' subject ability and change students' misconceptions from the way of understanding.By using the overall function of chemical concept principle knowledge and teachers should combine the characteristics of thermochemistry concepts,organize content reasonably,and adopt different teaching strategies to transform the different students' misconceptions.