Practical Research On The Diagnosis And Transformation Strategy Of Chemistry Misconception In Senior High School

In the learning process of chemical concepts,although teachers try hard to teach,the teaching effect of feedback is not ideal.For students,there are a lot of misconceptions,which seriously hindered the progress of students.In view of this teaching dilemma,this paper puts forward a series of strategies to change the concept of superstition,and takes "electrochemical" knowledge as the carrier to explore and verify the strategies described.This helps to enhance students’learning confidence and help teachers improve teaching effectiveness.This paper includes six parts,as follows:The first part,introduction.According to the importance of "electrochemical" knowledge and the current situation of concept teaching,this paper analyzes the development of misconceptions and electrochemistry at home and abroad,so as to establish the research ideas,and expounds the research purpose and significance.The second part,concept definition and related theory.The definition of "superstition concept" and"conceptual change" is convenient for the establishment and development of research content.Guided by Zone of Proximal Development Theory,Constructivist Learning Theory and Conceptual Change Theory,it provides theoretical basis for conceptual change teaching.The third part is the diagnosis and cause analysis of the "electrochemical”myth concept.The students in Class 3 and Class 4 of Grade 2 in a high school in Tianmen City(the selected subject combination is physics+chemistry+politics)were selected.The test paper and interview were used to diagnose and summarize the concept of "electrochemical" myth.Class four is the experimental class and Class three is the control class.Before the experiment,the pre-test scores of the two classes were compared equally,and they were similar(P>0.05),and the baselines of the two classes were consistent.This paper analyzes the causes of misconceptions from the perspectives of knowledge itself,students and teachers,so as to provide direction and reference for the teaching of concept transformation.The fourth part,"electrochemical”concept transformation model construction and teaching design implementation.Based on the four conditions that are not satisfied,more reasonable,more cred’ible and richer in the conceptual change and the identification of anomalies,constructing new concepts,applying the three steps of the new concept,six teaching links of the concept transformation model are constructed,namely,creating situations,showing misconceptions,causing cognitive conflicts,solving cognitive conflicts,establishing scientific concepts and providing new situations.Combined with the characteristics of knowledge and students’ situation,the concept of "original battery","electrolytic battery" and "metal corrosion and protection" is set up to change the teaching content The teaching practice is carried out by integrating various transformation strategies such as variant,counterexample,contrast,model and NB chemical virtual simulation experiment.The teaching summary and reflection are carried out on the practice process.The fifth part,practice results and analysis.SPSS20.0 was used to analyze the results of the experimental class and the control class before and after the experiment.The results show that the average score of the four classes is about 7 points higher than that of the three classes(P<0.05),indicating that the average score of the four classes is significantly better than that of the three classes after the experiment.By comparing the results of the four classes before and after the experiment,it was found that the average score of the class was significantly improved(P<0.05).The sixth part,summary and outlook.The practice results show that the integration of a variety of concept transformation strategies in the teaching of concept transformation mode is conducive to the transformation of students "electrochemistry" misconceptions.At the same time,after the concept transformation teaching,we find that the progress effect of students at different levels is different,and the effect of concept transformation of students with poor foundation or temporarily backward chemistry learning is more obvious,which needs further research.In the context of the new college entrance examination,due to the different combinations of subjects selected by students,teachers should pay attention to students’ existing concepts,take into account interdisciplinary content,and provide students with corresponding supplementary materials,which is conducive to the transformation of students’ concepts.