Research On The Change Of The Myth Concept Of " Acid, Alkali And Salt" In Junior High School Chemistry

It's the first time for the third-year students to contact with chemistry.So they could have the following difficulties in the learning process.First,there will be many intersections with other disciplines,and the professional terms among disciplines are different and cannot be used universally;Second,most of the teaching contents are the key areas of chemistry examination for senior high school entrance examination,with large quantity and loose structure.Third,knowledge has many similarities,so it is difficult to distinguish.Therefore,students will have some ambiguous understanding of knowledge in the learning process.This part of the concept that is incomplete and does not conform to scientific is usually referred to as the myth concept.Therefore,how to use teaching strategies to explain knowledge,how to help students grasp the correct and complete concepts,and how to better apply them to solve life learning and other related problems,has always been a close concern of chemical teachers.This paper probes into the problems and causes of acid-alkali-salt teaching.By using the method of questionnaire survey and interview,it makes a pre-test of the myth concept of "acid,alkali and salt" for the junior three students,then carries out the teaching design of concept transformation,and analyses and summarizes the characteristics and causes of the students' myth concept.Finally,the corresponding countermeasures are put forward.The study is mainly divided into the following parts:In the first chapter,according to the problems of students in teaching,the research background and significance of the subject are put forward.Through consulting the literature,the methods used in the research and the innovative points of this paper are explained.The second chapter is the elaboration of the important concepts "myth concept" and "concept transformation".This paper focuses on the analysis of the causes and characteristics of the formation of the myth concept,and puts forward the research ideas of concept transformation on this basis.The third chapter is to explore the myth concept of "acid,alkali and salt" in junior middle school chemistry.In order to solve the problems raised,the students were pre-tested.At the same time,through interviews with students and chemistry teachers,the list summarizes the students' myth concepts and directions.The fourth chapter is a case study of the transformation of myth concepts in different directions.Through the analysis of the myth concept of "acid,alkali and salt",different knowledge points are selected and corresponding transformation strategies are put forward.After the implementation of the transformation teaching for a period of time,the learning situation and interest of the experimental class and the control class are compared,and the teaching effect of the concept transformation strategy is analyzed.The fifth chapter is the research results and suggestions.This paper summarizes the results of the previous case studies and puts forward corresponding teaching suggestions for chemistry teachers.This paper draws the following conclusions through case study:(1)It has trained students' positive learning attitude,raised their interest and self-confidence in chemistry learning,perfected the existing knowledge structure,enabled students to correctly grasp the relationship between concepts,improved their academic performance and skilled application in life practice.(2)It improves teachers' teaching methods,avoids or improves students' myths to a certain extent,and increases the interaction between teachers and students in the classroom.The teaching practice proves that the teaching method of concept change aiming at the myth concept has more advantages than the traditional teaching method of concept change,and can effectively improve the myth concept appearing in the study of "acid-base salt".