Exploration And Strategy Research On The Different Conception Of Chemistry Concepts Based On Two-stage Test In Senior Hingh School

With the reform and development of education process,the cultivation of chemistry core literacy plays an important role.How to effectively carry out "chemistry concept teaching based on core literacy" has attracted much attention.To train students to master scientific concepts and scientific thinking requires educators to fully implement the "people-oriented" education concept.Chemical concepts have a dominant position in the chemical knowledge system,which is the essence and core content of the chemical discipline.However,because some chemical concepts are complex and difficult to understand,and they are boring to learn,students are afraid of learning concepts,and mistakenly think that mastering chemical concepts is rote learning.In this context,it is urgent to pay attention to concept teaching from the perspective of theoretical research and teaching practice,and reduce the learning difficulties caused by different concepts of chemistry.Therefore,chemistry teachers must understand the characteristics and causes of different concepts of students,and master the transformation strategies of different concepts.First of all,through literature research to understand the current situation of the research on the different conception of chemistry at home and abroad,and analyze the theoretical basis of the cause of the different conception of chemistry.Then,the chemical concepts are divided into three categories: specific chemical concepts,definitional chemical concepts and technical chemical concepts.Combined with the interviews with front-line teachers,the research scope is determined as the chemical concepts of these three types of middle school students who often have different ideas.Combined with the characteristics of each type of chemical concepts,the research focus is defined as the high abstract definitional concepts.At the same time,for each chemical concept to be tested,students are tested with semi open questionnaire to understand what different ideas exist in their minds about the chemical concept to be tested,so as to provide basis for the two-stage test paper options and improve the accuracy of the test results.Secondly,through the two-stage test,we can deeply mine the students' different ideas for each specific concept,analyze the teaching links and possible influencingfactors of different ideas one by one,integrate the data and do a good job in the result statistics of different ideas.Finally,according to the survey data,it is found that the different conception of students' chemistry concept is related to the abstract degree of chemistry concept itself,students' own quality,teachers' professional quality and other factors.On this basis,according to the characteristics of different causes of formation of different concepts,the corresponding solutions are put forward,such as cognitive conflict strategy,concept map strategy,comparative teaching strategy,etc.,which provide valuable suggestions and references for the transformation of different concepts of chemistry.