The Teaching Strategy Of Chemistry Knowledge Transfer And Practice Research In Middle School

Study transfer is one of the most important aims of chemistry teaching. "Teaching for transfer" is just the profound explanation for it. Transference ability is a general characteristic of the cognition of the people. For the school ,it is impossible to teach the students all knowledge and skills, so the students must have the ability to transfer. Therefore, transfer is one part of the quality-education. The thesis is on the base of middle school chemistry teaching, for the purpose of discussing the middle school chemistry knowledge migration from the teaching strategy and the practice research. Chemistry education should concentrate on the development of students' ability. Teachers can not only pass on knowledge, but also cultivate student's ability and develop their intelligence. Raising student's transference ability, which is more important for high school teaching. The essay focuses on how to help get transfer ability, under the guide of transference theory, I have made experiments in my teaching process and realized that transfer theory is important to cultivate student's transfer ability. As a result, students know the process of knowledge formation and their ability to summarize and analyze have been strengthened. Their negative transference caused by fixed thought also has been overcome. In addition, I raised awareness and ways of transference to help students form and to promote them to happen ways and measures of positive transference.This article first chapter is the summary of transfer theory: first has analyzed anything is the transfer, the transfer classification, then briefly introduced transfer theory's development, divides into the early time transfer theory, the present age transfer theory as well as the modern transfer theory, finally proposed that the teaching strategy of Chemistry knowledge transfer research's present situation and the significance which this topic proposed under the new curriculum idea. The second chapter are the factors which affect the knowledge of chemistry transfer in the middle school ,mainly from student's cognitive structure, student's broad ability, the installing disturbance, student's study interest and the academic motivation, student's metacognition level and student's mental level elaborates, all are mainly from student's subjective factor, finally briefly mentions the objective factor. The third part has elaborated the promotion chemistry knowledge transfer concrete teaching strategy from following six aspects: teaching the student cognition strategy, raising the student's ability of chemistry knowledge transfer, stimulating student's migration motive, promoting knowledge and ability transfer through the discipline seepage, choosing,arranging and professing reasonable teaching material, appraising student's study result. The fourth chapter is chemistry knowledge transfer teaching practice which has applied the knowledge migration's teaching strategy in the concrete teaching case, thus raises student's transference ability, and has conducted the research through the design questionnaire to the teaching practice result. The fifth chapter has made the summary and the reflection to own research.