The Study On The Affective Bridging In Chemistry Courses Transition From Middle School To High School

Due to the reform of the college entrance examination, the discipline status of high school chemistry is far exceeded by the senior-year chemistry in middle school. Consequently, high school students and chemistry teachers show a drastic decline in their enthusiasm for chemistry, and an "affective fault" emerges in the transition from middle school to high school chemistry courses. This essay is grounded upon the fundamentals of the psychology of affective pedagogy, discussing a full-chain affective teaching strategy in the chemistry class for the first-graders in high school, and tries to discover a possible way to boost their interest and confidence in chemistry, thus narrows the affective gap in the middle school and high school chemistry transition.This essay comprises of three parts:the first part delves into the theoretical basis for the implementation of the "optimized-by-affection" teaching strategy utilizing the literature review. The second part is based on a questionnaire about the optimized-by-affection strategy, collecting data from middle and high school students and chemistry teachers. By analyzing the data, this essay tries to uncover the general situation concerning chemistry learning of middle and high school students, their feelings about the optimized-by-affection strategy, the working performance of middle and high school chemistry teachers and their implementation of the optimized-by-affection strategy. The information could point to a right direction for future strategic studies. The third part points out the necessity for the affective bridging of middle and high school chemistry courses and put forward the full-chain affective teaching strategy in the meantime. By conducting a comparative experiment with a control group and a experimental group, the fourth part proves empirically the efficacy of the full-chain affective teaching strategy coined by the author. In the end, this essay provides introspection and outlook for this study.The result of my study suggests a positive effect of the full-chain affective teaching strategy in teaching first-grade high school chemistry, which is illustrated in three aspects: 1) The academic progress of students,2) The obvious improvement of students’emotional capability,3) The evident rise of the students’willingness to select chemistry courses.