In Senior Middle School Chemistry Concept Teaching Self-explanation Function Research

The chemistry concept, which is the foundation of the knowledge system of chemistry corriculum as well as an important component of fundamental knowledge of chemistry in Junior high school, reflects the chemistry phenomena and factual essences, so study on the chemistry concept teaching has a very significent effect on the teaching of chemistry in Senior Middle School. In order to improve the level of chemistry concept teaching, many people at home and abroad have carried on investigation and study in theories and fulfillment and obtained some results, but a lot of researches either lay particular emphasis on the theoretical research while lacking the research on problem-solving method; Or attach more importance to summarizing the practical experience in teaching of summary but wanting in theory research.Commencing from the teaching of common chemistry concept, this topic investigated the function of self-explaining in the teaching of chemistry concept, focusing on exploring whether there exists certain correlation between the level of the students' self-explanation and their academic performances, then tested the variety circumstance of level of students' self-explanation and academic performances after carrying out some training on self-explanation capability. Meanwhile, analyses were made on the exaltation degree to which ths students could improve their academic performances after being trained.There exists a positive correlation in the analysis of the relationship between the students' proficiency test of self-explanation and academic performances in the correlation reaearch of the students' proficiency test of self-explanation and academic performances: there is a close relationship between academic performances of students and the mastery level of chemical concept study. As for the students with higher level of self-explanation,their quality of learning is higher and their academic performances are relatively better, proving that there is a close positive correlation between the academic performance of the test subjects and their self-explanation ability. The test result also reflects the relevent improvement in students' self-explanation level, and students of different levels improve their performances disimilarly. Because of various reasons, there still exist some problems in the research which require solving in the follow-up research: From a higher perspective(psychology, pedagogy...etc.) top research on how self-explanation plays a role in the teaching of chemistry concept; whether self-explanation also contributes to acquiring other kinds of knowledge (knowledge on chemical element, reaction principle); whether it also has a function In other principles etc.