Research On Exploration And Teaching Strategies On Chemistry Misconceptions Of High School Courses

In order to meet the needs of the development of the times,it is very important for people to cultivate the ability to think.The concept is the starting point of chemistry learning,which can effectively improve students’ way of thinking and cognitive level.The ’Compulsory Education Chemistry Curriculum Standards’ and ’Ordinary High School Chemistry Curriculum Standards(2017 edition)’ both propose that we should attach importance to concept teaching and improve students’ ability to analyse and reason.Under the impact of existing imperfect knowledge,medium and life experience,students have difficulty in making connections between existing knowledge and new knowledge.They will produce misconceptions in the process of learning chemistry.Accumulation of misconceptions will increase the difficulty of learning,reduce students’ efficacy and interest in chemistry learning,which will be bad for mastering scientific knowledge and affect the growth and development of students.Therefore,it is quite essential to help students understand misconceptions and grasp scientific concepts during the chemistry teaching.First,in order to explore misconceptions of students in ’ionic reaction and equilibrium in aqueous solution’,two-tier questionnaire and the interview method for students and chemistry teachers in high school will be used,which will be beneficial to conclude common misconceptions and reasons of students.Then,according to the order of discovering misconceptions,transforming misconceptions and consolidating scientific conceptions,select six common teaching strategies including the advance organizer strategy,experimental teaching strategy,thinking visualization strategy and apply them in teaching design on ’hydrolysis of salts’ and ’precipitation dissolution equilibrium’.Finally,students in experimental class are regarded as research objects,and the control class adopts the general teaching way.After class,the post-test and questionnaire on testing effectiveness of teaching strategies will be given to two classes.Through the analysis of experimental data,the method of selecting targeted teaching strategies based on three stages of transforming misconceptions is more comprehensive,which can effectively improve students’ initiative in chemistry learning and scientifically transform misconceptions.