The Application Of The Prototype Theory In Senior Three Chemistry Teaching

In 2015, the college entrance examination is the first session of entrance exam after Guangxi province carried out the reform of the new curriculum. Under the new situation of education, every chemistry teacher in high school struggle for thinking about such issues:How to improve the efficiency and quality of the classroom revision? How to arouse the enthusiasm of the students in the classroom teaching, help students become self-learning, and enhance their problem-solving skills? However, the chemistry revision of Grade three is not simply to explain or list the knowledge. Instead, it should help students build knowledge systems from point to plane, strengthen their understanding of knowledge, form knowledge networks and achieve the transition and application to what they have learnt.The basic mode of Chemistry teaching is to classify the material, and then select the typical material, using scientific means to study. According to the literature interpretation, we find that the basic model of chemistry teaching and learning in high school fits well with that of the prototype theory through the prototype category. Therefore, the following practice researches are based on the core theory-the prototype theory.Firstly, this paper investigates and analyzes the Chemical learning situation of senior three students by questionnaires. It shows that the learning level of most students in the class is relatively low, their basic knowledge is fairly weak and their mastery of the key points and difficult points are rather poor. Besides, the students take passive part in the class, they can’t have a better understanding of the meaning of questions and their problem-solving ability needs to be improved. Thus, teachers should make reasonable regulation and creation in order to find a teaching method that can achieve an easier understanding of the related knowledge of chemistry and solve the problems existing in the students. Secondly, with the prototype theory, the core guiding theory, combining with the migration theory and constructivist theory, the classroom revision teaching model can be built. This model is prototype-centered and it helps the practice teaching of the classroom case according to the five-step teaching program which includes prototype determined, explore recognition, simple migration, complex migration and reflection measurements. Thirdly, through having an interview with some students, we can discover that they prefer the current revision teaching, they can keep up with the rhythm of the classroom and understand the knowledge better. In the meantime, they also said that such model of reviewing improved their ability to learn chemistry knowledge. Finally, the analysis of post-test scores of the experimental class and control class shows that there are significant differences between the two classes’ performance and as for the experimental class, students’ average score and the stability of their performance are more outstanding.Through the above practice, the application of the prototype theory as guide of the classroom review teaching of chemistry in senior three is helpful for students to understand, remember and migrate the knowledge, and it makes the issues solved, which is in favor of senior chemistry teaching and learning. At the same time, the senior chemistry classroom review teaching is proved to be effective and feasible. "With the analysis and summary of the prototype, reviewing the basic concepts and principles based on the prototype and teachers’guidance, students can deepen their knowledge, optimize their cognitive structure. Eventually, they are able to use the concepts and principles to answer questions in new situations. All of these improve the overall level of students and promote their ability of self-regulated review.