E Advance Organizer Strategy In The Occupation High School VFP Program Design Teaching Application Research Of

American educational psychologist Su Baer put forward the theory of advance organizer", He thinks that the students face the new learning tasks, If the original cognitive structure and lack of assimilation of new knowledge appropriate superordinate concept, Or the original idea is not clear and consolidation, it is necessary to design a learning material presented prior to the appearance of an alleged directing materials, May is a concept, a theorem, or just a word, can use simple language and visual image of the specific model, to build a new bridge to knowledge.After many teaching teachers to investigate, discover the advance organizer strategy in all the practical teaching in the use of very frequent widespread, but in academic papers on the theory is not much, and there is a great need to study space.While alone on the program design language teaching papers, most papers focus on language is difficult to understand, how to improve the students’learning interest, how will the teaching content integration of theory with practice, basically no interdisciplinary such research. This study can be considered to have new idea quite, if the research achievements can be in whole area occupation high school in the teaching of VFP to promote, has certain research value.Taking Yakeshi comprehensive high school09level microcomputer (1) class,09computer (2) of all classes of students as subjects, experiment09microcomputer (1) classes as the experimental class, the09microcomputer (2) class for the control class, the two class in the total number, gender and preliminary measurement results etc. are basically the same. Experimental measurement of last term final examination:VFP.The experimental class by using self made guiding material and teaching strategy of advance organizer". Each lesson before class, according to the students’existing cognitive structure and new knowledge abstraction and design of advance organizer" also known as the introductory material, is presented to students in class, in addition to the necessary demonstration experiment, basically according to the" advance organizer" appear above all, around " organizer", explore the new the present knowledge, need to learn new material, and added a subordinate concept, namely the summation of the new rule, perfect new knowledge, and through the comprehensive through the knowledge structure to be reinforced, namely variation practice, the application of new knowledge in this several steps to complete.The control class uses the traditional teaching material and teaching method. Teaching steps:1organization class. The examination review. The new teaching knowledge. Direct knowledge teaching process. The consolidation of new knowledge. The layout homework.After the test:1, in completing the teaching task with" program design" chapter detects problem detection.2, the experimental class students according to their grades are divided into two groups A and B, were the advance organizer strategy questionnaire. The experimental conclusion:1," advance organizer" teaching strategies in the experimental class showed a good experiment result, students have some improvement.2, from the questionnaire survey, the students in the experimental class for" advance organizer" teaching strategy overall evaluation for basic affirmation, group B was higher than that of the students evaluation. A second two groups of students to" advance organizer" teaching strategies in the evaluation, on the " advance organizer" teaching strategies in the learning of new knowledge before presenting related knowledge, promote efficient learning evaluation is the highest. A second two groups of students to" advance organizer" teaching strategy to promote the new knowledge and old knowledge, improve the ability to understand and maintain basic affirmation.