The Study On High School Chemistry Teaching Strategy Under 3+X Exam Pattern

With the comprehensive development of the courses together with the 3+x pattern of the college entrance exam which is focused on checking the students'ability, middle school teaching style is faced with a great challenge. The following have become the essential and the most urgent task for the middle school teachers to settle including how to develop the students'ability to meet the exam pattern as well as how to educate the students to satisfy the requirement of the present times via the new teaching method which fits in the 3+x pattern.Based on the survey on the status quo of chemistry teaching and the students'learning methods, something has been found that doesn't fit, meanwhile, appropriate teaching procedures are developed which have been put into practice at the same time.Survey is carried out on 30teachers teaching and 608 students learning which reveals that neither the teachers nor the students can adjust to the new pattern. Despite the fact that the teachers are watching the reform of the new exam pattern, they are reluctant to urge the students to learn and think for themselves, nor are they good at stimulating the students to do this, as a result of which, the students used to receiving totally what the teachers have taught are buried in masses of exercises and work hard almost vainly, who in turn are poor in converting knowledge to the ability concerned.According to the existing problems in chemistry teaching, in this study, different teaching approaches have been put forward, for instance, basic chemistry concepts and knowledge can be taught through specific teaching approach, which lays emphasis on developing the students'creativity; meanwhile, the center of the teaching activity should be switched from teachers to students. As for the knowledge of chemicals and elements, probing method will be applied which consists of six steps: putting forward questions—collecting materials and facts—raising hypothesis—reasoning and proving hypothesis—discovering law—drawing conclusion—thinking and evaluating—application. As for the revision, we adopt the following steps: preparing before hand—reviewing in class—concluding in class—feedback after class.To test the efficiency of the new teaching procedure, experiment has been conducted for two years, in which various kinds of academic performances and marks between the experimented classes and contrasting ones are compared. As it turns out, no distinguishing differences are revealed without the mew method, while after the experiment has been carried out, striking contrast has been found both in the average marks and in the interest of the students in the subject with the contrasting result of the final exam] and the monthly average.