| "Learning to learn" is one of the core competence for individual life-long development and adaptation to the needs of social development,which consequently has become the essential objective in school education.The teaching of learning strategies aims to cultivate students to become active and efficient learners and lay a foundation for their future sustainable development.The effectiveness of learning strategy teaching(hereinafter referred to as "strategy teaching")often depends on the design and implementation of strategy teaching.In modern strategy teaching research,it is recommended to adopt the method of optimizing combination to give full play to the advantages of these different strategies,so as to avoid the limitations and shortcomings of single strategy teaching,and to better achieve the teaching objectives.Based on the existing theoretical and practical researches on teaching of chemistry learning strategy,this study synthetically uses literature,questionnaire and observation methods to study the effectiveness of learning strategy combination teaching in junior three chemistry teaching,hoping to optimize the design ideas of junior middle school chemistry learning strategy teaching and enrich the methods of chemistry learning strategy teaching.The study is designed on the basis of theory and teaching practice.According to the design principles of strategy teaching,six learning strategies("grasping key points","explicating thinking process","organizing related knowledge","making learning lists","summarizing key points",and "reflecting weekly")are adopted during the combined strategy teaching.Secondly,on the basis of empirical researches and the design idea of longitudinal research,211 students from six junior middle schools in Pudong New Area were randomly selected for a one-year combination teaching intervention of chemical learning strategies.By identifying changes in students’ chemistry scores and ability to adopt chemistry learning strategies,this study intends to verify the effectiveness of combination teaching intervention of chemical learning strategies and analyze their various impact on students in terms of different genders and levels.The main conclusions are as follows:Firstly,it is feasible and effective to adopt strategy combination teaching in junior middle school chemistry teaching.Strategic combination teaching for junior high school students can improve students’ chemical academic performance and ability to adopt chemistry learning strategies,cultivate students’ positive attitude towards the strategies and help students become active and efficient learners.Secondly,the effect of strategy combination teaching intervention on different types of students is different.For students with different learning ability levels,whether in chemistry academic achievement or in chemistry learning strategy level,the effect on the students with learning difficulties is the most obvious,followed by the intermediate students and the top students.Thirdly,there is no significant difference in terms of gender in the effect of strategycombination teaching on chemistry achievement and learning strategy. |
