A Practical Study On The Diagnosis And Transformation Of Chemical Misconceptions In High School

Concepts reflect the special attributes of things,which is the basis of a discipline.How to effectively help students improve their understanding of scientific concepts in chemistry classroom is a hot issue in chemistry education at present.In traditional teaching,teachers believe that students can master scientific concepts as long as they are taught the correct concepts.In fact,students come up with all kinds of ideas in the process of concept learning,calling those ideas that are inconsistent or not completely consistent with scientific concepts "myth concepts." The formation of the concept of myth will lead students to make various mistakes in solving practical problems.Therefore,it is of great significance to diagnose and transform the concept of myths among students.In this paper,by referring to relevant literature at home and abroad,we understand the research content and current situation related to the concept of myth,and strengthen the theoretical foundation of research.Through the method of fourth-stage diagnosis and interview,six myths related to "ion reaction" and ten myths related to "chemical bond" were diagnosed among 251 senior high school students in a high school in Ganzhou City,Jiangxi Province in the first Compulsory high school chemistry edition.The sources of student myths and the reasons for their formation were discussed and summarized.Centering on students’ myth concept,based on triple representation teaching strategy,concept map teaching strategy and cognitive model teaching strategy,myth concept transformation teaching practice was carried out in experimental class,and regular teaching was carried out in control class.The transformation effect of myth concept was tested by three methods: concept transformation test,student interview and thinking cognition test.The results show that the transformation effect of myth of students in experimental class is better than that of students in control class,and their accuracy in concept transformation test is 10%-15% higher than that of students in control class.At the same time,students in the experimental class have a deeper understanding of concepts,and construct a more systematic and complete concept system.This paper can help teachers to understand the concept of "ion reaction" and "chemical bond" in the students may form the myth concept and the source and the formation of the reasons for the accumulation of teaching experience for further chemistry education work.