The Exploration And Application Of Memory Strategies In Chemistry Teaching In High School

The new round of basic education curriculum reform calls for the reform of past mechanical learning and rote, teaches the students how to learn, and develops the capacity of life-long learning. The subject of Chemistry is characterized by a broad range of knowledge and the material is fragmentary, from the concrete and intuitive knowledge to abstract knowledge, from the macro-phenomenon to micro-structure, involving a lot of basic concepts, principle, chemical phenomena and chemical equation and so on, much of which should be remembered. Thus, the students generally feel that the memory has great capacity, and it's dull, and difficult to remember while easy to understand. So it is an effective way to achieve the objectives of the new curriculum by consciously fostering students'scientific memory strategies in the new curriculum of chemistry, and it has great practical significances.On the basis of studying a large quantity of Chinese and Foreign literature, the study discovers that there is little research on the combination of memory strategy and chemistry teaching in high school, while most research limits to the discussion on memory methods. Adopting relevant pedagogical theories, this study will combine the psychology of memory theory and the chemistry teaching, and creatively design and apply the memory strategy in the chemistry teaching, which tries to examine the possibility of application and the efficiency of the memory strategy, and to offer the practical basis for the design and application of memory strategy in high school chemistry teaching.The study firstly adopted the methods of questionnaire and interview, in order to understand the situations of grade 1 students＇memory strategy application in high school, and to make out how teachers think of this situation. After that, according to the characteristics of chemistry and categories of knowledge in this subject, with the help of certain outstanding cases, this study systematically explores the memory strategies applicable to different types of chemical knowledge. For example, the common memory strategies of the basic concepts of chemistry are knowledge chunk of memory strategy, contrast memory strategy, visual memory strategy; the common memory strategies of elemental compounds knowledge are collaborative sensory memory strategy, contact living memory strategy, contact history of chemistry memory strategy, comparison of induction memory strategy, homophonic memory strategy, system memory strategy; the common memory strategies of the basic principles of chemistry are image memory strategy, experimental memory strategy, graphics memory strategy. In addition, this paper adopts four significantly representative teaching cases to illustrate this idea.For the teaching effectiveness, the application of these memory strategies will help high school students to improve their academic achievements, particularly on the phenomena of chemical experiments and chemical formula. Though most students do not necessarily know which specific memory strategy should be adopted, through conscious classroom training, students are able to grasp some commonly used memory strategies, even to build their own memory styles to remember chemical knowledge. However, the limitation of the study is that the design of memory strategy remains to be further optimized.