Study Of Misconceptions And Conceptual Change In Junior High School Students

The Central Committee of the Communist Party of China and the State Council issued the Opinions on Deepening the Reform of Education and Teaching and Improving the Quality of Compulsory Education in 2019,stating: "We must strengthen the role of the main classroom and effectively improve the quality of classroom teaching",with emphasis on "accurate analysis of learning and optimization of teaching methods".As an important part of learning,the misconception is the initial state of the formation of scientific concepts.It is not only a "growth point" for classroom teaching,but also a bridge between new and old knowledge.Its existence will hinder the understanding of new knowledge or be related to what has been learned.Combined to generate new misconceptions,it affects the quality and quantity of classroom teaching.Teachers not only need to learn and set teaching on the basis of a clear understanding of students' misconceptions,but also need to use scientific conceptual change models to guide teaching.But in practice,teachers lack the knowledge and understanding of misconception,and they are short of the effective use of them.This research contents is the third chapter of grade six "integer and its addition and subtraction" of junior high school mathematics in Shandong Education Edition.According to the two-tier diagnostic tests developed by Treagust(1986),the steps are given: First,the research define the content dimensions of the chapters and construct the concept map;Second,it consult the teaching and research staff and the front-line teachers on the basis of reference materials,and prepare a half open-ended questionnaire and interview the relevant students to collect the wrong ideas of the students;Finally,the study summarize the second-order reason options of the test.After testing the reliability and validity of the questionnaire,a two-tier diagnostic test was formed to explore the concept of " integer and its addition and subtraction".Taking the 422 students from four middle schools in the implementation area of Shandong Education Edition as the research object,the misconception and its corresponding proportion were obtained.From high to low are: "When the parentheses are removed,the symbol in front of the parentheses has nothing to do with the operation(65.0%)","When similar items are combined,the unknown indices need to be added(59.5%)","The integer addition and subtraction operations,each item is exchanged and calculated without a symbol of nature(47.1%)","When exploring the law,the number of nth times is based on n plus or minus the discovered law(40.8%)","A formula that contains an unknown number is called a mononomial,and a formula that contains multiple unknowns is called a polynomial(38.6%)","When the parentheses are removed,the coefficient acts on the first term in the brackets(34.4%)",and "Algebraic expressions represent only letters formula(22.9%)".The 5E instructional model put forward by BSCS based on constructivism and conceptual change theory.Its ultimate goal is to construct students' scientific concept,which is an effective instructional model to change the misconception.Under the guidance of this model,the teaching design of misconception transformation is carried out.This paper sums up three teaching suggestions of using this instructional model to change the concept: "Combining the misconception with the scientific concept,setting up cognitive conflict or establishing cognitive connection","Creating a good exploration atmosphere,setting up an equal interpretation stage","Adopting diversified change strategies and strengthening the understanding and Application of the concept".