Teaching Research On Chemical Theoretical Knowledge Review Lesson Of Senior One

The chemical theoretical knowledge is the main knowledge of chemistry, it has important guiding significance in the students’ understanding of things, solving problems and so on. However, due to the high degree of abstraction and strict logic characteristics of theoretical knowledge, it is difficult for students to learn. Review Lesson is an important type of the class, students through it can correct the wrong understanding, forming network knowledge, and developing of comprehensive ability, it plays a great role in promoting the grasp of chemical theoretical knowledge. Therefore, it is an effective way to improve the learning quality of the chemical theory knowledge by studying the value of the review class and giving full play to the function of the review lesson. With the continuous deepening of the new curriculum reform, basic education pays more attention to the students’ comprehensive, independent and harmonious development, and puts forward higher requirements for the teaching of the review lesson. In recent years, the research on the teaching of the review lesson is gradually increasing, but the existing research on review lesson of senior three or junior three much more attention, less attention to review lesson of senior one or senior two. And in our survey of theoretical knowledge review lesson found that the actual teaching still exist some problems which teaching mode is single, the students’ subjective participation is to be highlighted, the effect of review should be improved, attaching importance to knowledge and neglecting ability training. Based on the above reasons, we propose the research topic, hope this research can provide a reference for the reform of the theoretical knowledge of chemistry review lesson teaching mode, and provides a reference for other special refresher course teaching.First, through the analysis of the importance of theoretical knowledge of chemistry review lesson, and combined with the overall situation of the problems existing in the present chemistry review lesson and the existing related research, expounds the reason of choosing this topic, and states the purpose, significance, contents and methods of the study. Then it defines the concept of chemical theory knowledge, review and review lessons, and expounds the theoretical basis of this study. And then from the three aspects, such as the requirement of the curriculum standard for the senior one chemical theoretical knowledge, content of the chemical theoretical knowledge system of the senior one, and the characteristics of the chemical theoretical knowledge of the senior one, construct the chemical theoretical knowledge system of the senior one. And analyzes the psychological characteristics of senior one students from two aspects of cognitive and non cognitive, which provides the basis for the proposed strategy.On the basis of the above, with the theory of constructivism learning theory and information processing theory as the theoretical support, this paper puts forward the principles of the teaching of chemical theoretical knowledge review lesson of senior one:(1)In order to make the teaching pertinence,emphasis on the content of the optimization of choice,; (2)in order to make learning initiative, stress students’subject position; (3)In order to make characterization with structural focuse on the induction and integration of knowledge;(4) In order to make comprehensive development, focus on the ability of students to develop. On the basis of principles to construct the corresponding teaching strategies:(1) Have a accurate grasp of curriculum standards, a thorough analysis of the situation of students, and carefully select the content;(2) Create real situations, trigger a strong resonance, enhance students’participation;(3) Design problem set, promote learning in activities, common development of knowledge and ability;(4) Set up chemical concept, connect knowledge network, overall construct.In order to test the proposed strategy is feasible and effective, we carried out experimental study for 7 months in senior one of eighteenth high school in Guilin. Using the method of questionnaire, interviews and other research methods to research the review lesson under the guidance of the proposed strategy has a positive impact on the students’ participation in the situation, the degree of knowledge and academic achievement. Through experimental study, we draw the following conclusions:The teaching strategy proposed in this paper is feasible and effective, it has a significant positive impact on the students’chemistry study results and the subject participation of the review lesson,and students’ knowledge of chemical theory has a certain degree of improvement.Due to the research time, research sample is limited, coupled with researchers own limitations, this study still exist some shortcomings, so this study proposed strategy remains to be further improved and perfected, the conclusion of the study also needs to be further examination.