Investigation On The Chemistry Learning Styles Of Tibetan High School Students And The Study Of Teaching Strategies

As the "study exam + selective exam" college entrance examination system is gradually implemented across the country,people have continued to dispute and worry about the new curriculum reform,and the chemistry subject has changed from the original science compulsory subject to every high school student can choose.Has changed its status in middle school teaching and examinations.Although most ethnic areas have not yet implemented this reform,the phenomenon of overemphasis on culture and ethics is widespread.The current status and future of chemistry education in ethnic areas is worrying.Understanding and understanding ethnic students is a necessary prerequisite for teaching ethics according to their aptitude.Research on teaching strategies suitable for ethnic students 'multiple development,giving ethnic students autonomy,and inspiring ethnic students' interest in learning is urgent.At present,ethnic chemistry teachers often refer to the three-dimensional teaching objectives in the analysis of academic conditions to analyze the knowledge and skills,learning interests and attitudes that students have learned,and their understanding of the psychological characteristics of students' thinking level,cognitive development level,learning style,etc.Generally not deep.This research is based on educational psychology theory and takes chemistry teaching strategy as the starting point.This research is based on the study of "Tibetan High School Students' Chemistry Learning Styles and Teaching Strategies",which mainly includes two parts.The first part is to investigate the learning style preferences and Gender internal differences;the second part is based on the survey results and the existing research on learning styles and teaching strategies,and proposes chemistry teaching strategies that help Tibetan students increase their interest in chemistry learning and form the core chemistry of chemistry.And through the quasi-experimental research to verify the effectiveness of the teaching strategy based on the learning style proposed in the study of Tibetan high school students in chemistry teaching.This thesis consists of the following four parts:The first part is to consult the literature,comb through the literature,understand the teaching and research status of minority learning styles and the current status and existing problems of chemistry teaching in ethnic areas,determine the direction and focus of this research;and make basic research on chemistry learning styles.Sort out,including the concepts,elements,classification models and measurement tools of the chemistry learning style,and then determine the direction and significance of this research.The second part is to conduct a style preference survey on Tibetan high school students in ethnic high schools through the selected Solomon learning style questionnaire as a chemistry learning style measurement tool to understand whether the Tibetan high school students have preference for chemistry learning style and whether there are internal differences in gender.It provides practical reference for the theoretical construction and teaching design of chemistry teaching strategies based on learning style.The third part is based on the overall characteristics of Tibetan high school students' learning style and the existing teaching research based on learning style.Based on the theoretical research of differential teaching theory and chemistry teaching strategy,it proposes the style compatibility points from the teaching orientation of teachers.Type questioning strategy,group activity strategy,flexible assignment arrangement strategy;from the students' learning orientation,put forward more stylespecific matching teaching strategies and learning method guidance strategies.The fourth part is to select quasi-experimental research in experimental class and control class of equivalent academic level.The experimental class carries out teaching design based on learning style of teaching strategy,and the regular version carries out regular teaching.After practice,the results of the analysis and the interview with teachers on the teaching effectiveness of the chemistry learning style are used to test the teaching effect,to fully understand the effectiveness and deficiencies of the teaching strategy based on the learning style applied to the ethnic chemistry teaching.Teaching provides more constructive opinions.After conducting a survey of Solomon's learning style on Tibetan students,the following conclusions were drawn for reference:1.The overall preferred learning style of Tibetan high school students,the percentage of the number of people from high to low are visual type,active type,comprehensive type,and perception type;the type of learning style that Tibetan high school students do not prefer,the percentage of the number of people from low to high are: Verbal,contemplative,sequential,and intuitive.2.The overall preference of Tibetan high school students' learning style is not extreme.Specifically,the visual learning styles with more strong preferences belong to one of the four styles of overall preference,while the students who like overall nonpreferred styles such as contemplative,intuitive,and comprehensive are mostly weak or Prefer.3.The learning styles of Tibetan high school students are different in gender but not significant.Overall,the style preferences of boys and girls are the same.Specifically,boys prefer active,sentient,and comprehensive learning styles to girls.The chi-square test further proved that this difference was not significant.After empirical research on teaching strategies,the following conclusions were drawn:1.The teaching effect of teaching strategies based on students 'chemistry learning style is better than traditional teaching,and it is more effective to improve students' academic result.2.Teachers recognize the teaching strategies based on the chemistry learning style of Tibetan high school students,but they still have a lot of fear.The teaching strategies still need further research to form a mature system before being promoted.How to take into account various resources and differences,and implement efficient teaching is the primary concern of front-line teachers.Finally,the shortcomings in this study are summarized,and suggestions and prospects are proposed for the problems found in the research process,in order to provide reference and guidance for further research.