| As the country opens a new round of curriculum reform,the teaching of chemical concepts is becoming more and more important in middle school chemistry teaching.When teaching courses,teachers no longer teach concepts separately,but integrate concepts into context.The constructivist learning theory in the university curriculum believes that when learning new concepts,middle school students are limited in their age,lack of knowledge reserves and their own life experience.They are not easy to understand or misunderstand concepts.The concept of wrong understanding is called For"misunderstanding",it is also the "myth concept" in our common scientific concept.In traditional teaching,there are some shortcomings in the teaching activities,which leads to the development of teaching activities,which often leads to some defects in the knowledge learning of students,which leads to misunderstanding and confusion.For example,in the teaching process,when students explain the experimental phenomenon,students always "observe" certain phenomena that have the same views.Naturally ignore those phenomena that are contrary to their own views.When students guess and assume phenomena and results,they basically use what they already have to explain what they observe.However,the concept of myth has its own unique characteristics,such as intractability,empiricity,difference and impliedness.It is precisely because of these characteristics that students are difficult to give up or the concept of their own when learning knowledge.View.Rejection of acceptance of new ideas.Therefore,in order to change the existing views of students,it is necessary to systematically establish a correct knowledge framework,correct their existing misconceptions,improve their scientific literacy,and enhance their learning ability.Therefore,how to correct the misconceptions that junior high school students have now,that is,the concept of myth,and establish a correct knowledge system,is the focus of this study.By reading through the literature,it is found that the number of researches on the concept of myths in China is very small,and the research on the myth of the textbook is mainly studied.There are very few studies on the junior high school.The emergence of the concept of myth has a serious impact on the teaching of chemical science in middle schools,and it also restricts the development of chemistry teaching in middle schools."Solution" is the ninth chapter of the third grade chemistry.For the third year students,it is the first time to come into contact with such complex concepts.He requires students to have clear mind,agility and thinking,and strong adaptability.At the same time,the solution and high school knowledge are closely related.The solidity of the solution directly affects the learning in the subsequent stage.Therefore,it is very important to understand the myth of the student solution.This study was conducted in two classes of junior high school in Chongqing Bazhong Hongfan Middle School.A total of 120 people were surveyed in this study.In this survey,16 questions were designed from the six latitudes of composition,basic characteristics,dissolved endothermic and exothermic,solubility,saturated solution,and solubility factors.Through the processing and analysis of the survey data,it is found that students have different myths about the concept of solution,the basic characteristics of the solution,the endothermic and exothermic phenomena when the substance dissolves,the concept of saturated solution,and the concept of solubility.Solution This study is based on the use of the questionnaire method,combined with the interview method,the two methods are used simultaneously.The first step in the survey is to investigate the myth of the students' myths in the section of Solution.The second step,combined with the investigation and analysis of the students' problems in the current stage of the"solution",section,the third step,according to the questionnaire combined with the interview method to analyze the reasons for the myth of the junior high school students.The fourth step,on this basis,proposes corresponding countermeasures to solve the myth concept.The countermeasures are proposed to solve the dilemma of students' "myths concept" in the process of learning,to form a good guide,and to provide a reference for the teachers in the "solution" part of the teaching.Through this study of "solution",the following conclusions were obtained:(1)Junior high school students,due to their young age,have just been exposed to chemistry in the third year of junior high school,and they are still in the state of chemistry.This leads to students' misunderstanding of the definition of textbooks,which leads to the formation of myths,and through research.It is found that the more abstract the concept of textbooks is,the more difficult it is for students to understand and the more likely they are to form a mythical concept;(2)The daily phenomenon in life is also an important factor in the concept of myth.Students are exposed to things in life,such as advertisements and exaggerated advertisements,which lead students to form misconceptions.For example:Wahaha pure water,students will equate pure water with pure water,equivalent to the mixture to understand;(3)The illustrations of the textbook lead to the concept of mystery.For example,when explaining the structure of the atom,the textbook describes the electrons around the nucleus for the continuous movement of the image,so the concept of the electronic layer is introduced,but this leads students to think that the movement of electrons is regular,but in fact electronic.Movement is disordered and irregular,and students thus develop the concept of myths;(4)Teachers do not explain the knowledge,which leads students to understand the nature of knowledge when they are learning new lessons,which leads students to form the concept of myths;According to the results of the above research,it is suggested that when learning new lessons in this section,we can start from the following aspects:(1)strengthen students' memory and understanding of scientific concepts;(2)create contexts,trigger students' cognitive conflicts,and stimulate students' knowledge.Desire for desire and exploration;(3)Explain the common error-prone concepts in life;(4)Conduct experimental activities and establish chemistry is an experimental-based science orientation. |
