A Study On The Phenomenon Of Misconception In History Of Middle School Students And Teaching Strategies

Students’ prior knowledge backgrounds sometimes support learning and sometimes hinder it,influencing how it occurs without exception.Students are exposed to a certain amount of history in the midst of their formal history studies,and these prehistoric concepts are fragmented and mixed.Some of these prehistoric concepts that students receive are incomplete,limited,and distinct from the generally accepted concepts in textbooks and standards,i.e.historical "misconception".These historical "misconception" have a negative impact on students’ learning and understanding of history and the formation of a scientific view of history.Therefore,it is important to investigate the phenomenon of students’ "misconception" in history,and to teach the concept of conceptual transformation in order to help students learn history and develop core historical literacy.This thesis investigates the channels through which junior high school students acquire history knowledge outside of class and the common history "misconception".The survey also found that students’ perceptions of these "misconceptions" were not only the most common,but also the most common.The survey also found that students have a strong desire to share their extracurricular history knowledge,and they are eager to share their extracurricular history knowledge with their peers,and in the process of sharing,they may spread the "misconception",resulting in blackmail.Therefore,based on students’ main access to extracurricular history knowledge,their trust in each access channel,and their willingness to share as reflected in the questionnaire,we combine previous research on conceptual transformation and the development of cognitive load theory and virtual reality technology.First,we propose various teaching strategies such as daily observation and collection,questionnaires,multi-stage tests and interviews on how teachers can investigate students’ "misconception" of history.Second,we propose cooperative conceptual mapping,debate learning,and group investigation methods to transform students’ "misconception" in history,allowing them to stimulate cognitive conflicts and achieve conceptual transformation through group cooperation,and to satisfy their desire to share their knowledge of history outside the classroom,and then to guide and control the content of their sharing.In order to prevent the emergence of group "misconception".Finally,specific teaching strategies are proposed to prevent the occurrence of "misconception" in history in terms of classroom teaching format,material presentation,language use,electronic courseware production,and virtual reality technology.