The Practice For Improving "Concept Map Building" In Knowledge Review Chemical Class For Third-year High School

Concept map is prevalent in Europe and the United States abroad, especially in the form of a teaching, building chemistry concept map for students to learn chemistry plays a very important role. Building up their own network structure of knowledge around the key concepts assists students in learning the contents of memory, understanding and migration and enhancement of learning effectiveness. As a teaching tool and teaching strategies, concept map approach is being drawn more and more educators attention to.Through third-year high school chemistry review following the new curriculum, with a minimum time required in class, exposed to the greatest amount of information, the students will and can acquire the contact and re-construction of knowledge, flexible transfer and application, optimize and develop the students a good understanding of the chemical structure and enhance the student's academic performance.In this paper, a good knowledge of the contents of chemical equilibrium acts as the carrier to apply a concept map to the chemistry review classroom practice, adopting "action research" approach and searching for efficient three-year high school chemistry review strategy in class. Through questionnaires, interviews and a good understanding of the students way of learning the structure and chemical knowledge network level, using different advance organizer of different chemical balance design review class, out-of-class review of teaching by detecting the effect of advance organizers arrived at the relationship of different design and students'concept plan. Clues as to the relationship as advance organizers to build concept maps, teachers build a complete chemistry under the guidance of the concept map, students learn knowledge networks passively, less aware of applications. Even worse, students are not good at problem solving when you grasp the essence of the characteristics of problem-solving ability of students is not greatly improved. The process of building a concept map of students interest in learning is not high, suitable for students with less ability to learn.Students are able to be led to problems with the task of advance organizers to build a concept map, to solving problems of knowledge organization, organize, when necessary properly extracted. The concept plans to build a chemical lad to seize the core concepts, revealing the basic principles. It can optimize and improve the learning ability of students chemistry as well as enhance the ability of students to solve chemical problems. Concept plans to arouse high interest in the process of learning, the method applied in the refresher course, especially for average students, as well as slow learners.To situational-line method of advanced organizers to build concept maps, teachers in the teaching process adopt purposeful, planned, organized learning strategies to guide students through the students and among students, teachers and students, between students and have been acknowledged between the high density of communication, dialogue, exchanges and cooperation. Sudents learn to build their own knowledge networks, and can comprehend the learning structures by analogy, while in the process of learning, students are able to apply themselves to learning efficiency with their own specific or individual leaning style and ability at different levels.