Analysis of Discipline Phenomenon in Chemistry Concept Teaching and Countermeasures
LIU Xiu-Ying1, WU Han-Qing1,2
1. College of Education, Capital Normal University,Beijing 100048,China; 2. College of Chemistry Education, Capital Normal University, Beijing 100048, China
Abstract Classroom practice survey showed that the current chemistry concept teaching was given priority to "discipline", but ignored students' main body construction. The main reasons were that teachers ignored students' existed basic knowledge, life experience, and the formation process of concepts in the teaching. Teachers concluded uniform knowledge instead of students, which led to high consumption and low efficiency and decreased teachers' and students' self-efficacy. Based on the analysis of catalyst and Le Chatelier's principle, this paper put forward the reform strategies of concept teaching were that starting from student's life experience to stimulate students' learning motivation through inquiry experiments or practical activities, demonstrating students' concepts of different thinking in the course of cooperation and the discussion, letting students to abstract out the scientific concepts in the main experience of scientific facts, phenomena, so as to enhance students' scientific literacy.
