A Study On The Review Teaching Strategy Of Senior Three Organic Chemistry Driven By The Authentic Exam Questions Chain In The College Entrance Examination

Senior three review is an important stage of high school learning,its goals are to that in a limited time,consolidate the basic knowledge,obtain subject thinking and methods,systematize and webify subject knowledge,improve students' abilities to analyze and solve subject problems,improve the core literacy of the subject.It is of great significance to discuss the effective review teaching strategies of senior three organic chemistry for improving the review quality of senior three chemistry.Based on the research literature review that relating to the chemistry college entrance examination questions,the chemistry review and organic chemistry review in senior three.This study firstly discussed the essence and function of review,and guided by constructivism theory,cognitive learning theory and cognitive structure transfer theory,the teaching strategies driven by the chain of authentic questions in college entrance examination were proposed.Then,using the quasi-experimental method,taking the students in class 1 and class 2,grade 3 of xx middle school as the research object,this study explored the effects of the teaching strategies driven by the authentic exam questions chain of college entrance examination on the senior three organic chemistry review.The conclusions of the study are as follows:First,the teaching strategy driven by the authentic exam questions chain of college entrance examination,which is referred to here as the "Four Basic Teaching Strategy",namely "one chain,one question,one map and one exercise".One Chain:the chain composed by 14 college entrance examination questions serves as the organizational clue that senior three organic chemistry overall and systematically review.One Question:use each college entrance examination question in the chain as a problem situation to drive students to develop knowledge structure,transfer and ability of organic chemistry knowledge points.One Map:students use mind map to structure the related knowledge content of organic chemistry knowledge points.One Exercise:students can practice a college entrance examination question to promote the transfer and ability of knowledge in each review of unit knowledge.The selection of the college entrance examination questions and the construction of the authentic exam questions chain should follow the basic principles:Suitability,Expansibility,Serializability and Repeatability.In unit knowledge review,this strategy includes five basic steps that analyzing the college entrance examination question to determine the review content,arranging learning task to draw the mind map,structuring knowledge,solving the college entrance examination question,evaluating and summarizing.Second,the experimental research results show that:the teaching strategy driven by the authentic exam questions chain of college entrance examination can improve the organic chemistry scores of senior three students,especially for students with learning difficulties the degree of improvement is more significant.It can stimulate students'interest in study.It is conducive to mobilizing students' learning enthusiasm and initiative.It can make students better memorize and master the basic knowledge of the subject.It can improve students' speed and accuracy in analyzing and solving problems.It can change students' attitude towards solving the problems,assignments or tasks,and also the learning tendency.It can make students have a clearer understanding that the checking form and content of the college entrance examination in organic chemistry module.