从概念转变的视角探索高中化学学困生形成的因素与转化策略-教学(化学)专业论文.docxVIP

Abstract Students of learning disability form factors and translational research has always been the hot spot of the pedagogy and the psychology research field.This article through the analysis of the related literature to the Students of learning disability studies found that the Students of learning disability form fac tors and translational research is mainly focused on the learning interest, motivation, intelligence, family, society, etc. However, the author found in the long-term teaching practice that wrong understanding of the concept leads to low educational level and becomes the important reason for the poor student. Try from the perspective of concept change, the paper discusses the formative factor and transformation problems of students of chemical learning disability Author choose his high school class, taught by constructivism learning theory and concept transformation concept as the instruction, using diagnostic tests and 2-phase test the method of combining method and using the self- made test questions to probe the misconceptions in REDOX reaction.The results showed that there is more misconceptions in REDOX reaction learning, mainly reflected in the REDOX reaction with other types of relationships, core concept set of relationship between REDOX reaction, REDOX reaction features and essential knowledge, etc. Analysis from the perspective of concept transformation, ambiguous relationship between the concept; The original idea of the new concept of interference; Rigid cognitive style; Metacognitive ability is insufficient; The lack of basic knowledge are the main factor for the formation students of chemical learning disability . On the basis of adopting team learning and sample analysis mainly strategy of teaching design, and implementation of the transformation of teaching, the results show that group learning and the analysis of the sample strategy can effectively change most of misconceptions, and also can promote the ability of migration applica