Problems and Strategies of High School Chemistry Concept Teaching: Empirical Study on Electrolyte
WU Han-Qing1, HAN Rong2
1. Department of Chemistry of Capital Normal University, Beijing 100048, China;
2. Chaoyang Future School of Affiliated High School of Peking University, Beijing 100029, China
Abstract This paper takes the concept of “electrolyte” as key point and conducts an empirical study on 241 students in an ordinary high school of Hebei province. The results show that:(1) The different types of students have different problems in the concept learning, (2) there is a strong correlation between the relevant concepts, and the construction of the student concept system is not accurate and comprehensive. Based on this, the corresponding strategies are put forward, such as the emphasis on the concept of students' previous concepts and previous knowledge, the deep association between the different chemical concepts in order to improve conceptual transformation and pay attention to the development of concept to improve the depth of concept understanding.
WU Han-Qing, HAN Rong. Problems and Strategies of High School Chemistry Concept Teaching: Empirical Study on Electrolyte[J]. Chinese Journal of Chemical Education, 2019, 40(3): 70-74.
