Research On Teaching Practice Of Chemical Linkage Between Junior And High School Based On Transfer Theory

For a long time,due to the lack of communication and other reasons,the junior and senior high school chemistry teaching in middle schools is seriously out of touch and the knowledge connection is not smooth,which affects the improvement of teaching quality.Starting from this problem,under the background of the new curriculum reform,through a large number of theoretical studies,and combined with my teaching practice in senior high schools over the past few years,this paper applies the migration theory to chemistry linking teaching in junior high schools and senior high schools.This paper mainly adopts the methods of questionnaire and case analysis to deeply analyze the causes of disjointed phenomenon and summarize the knowledge points with poor cohesion.Then it puts forward the corresponding solutions and teaching strategies according to the transfer theory,and carries out a semester of experimental teaching in the class.This paper consists of six chapters.The main contents are as follows:The first part(chapters 1 and 2)mainly elaborates the significance,purpose,current situation,experimental methods and theoretical basis of the research.Senior One is the key period for high school chemistry learning.It is necessary to make a good transition between junior and senior high school chemistry teaching so that students can better adapt to high school chemistry learning and improve the quality of education.Through reading a large number of documents on chemistry education in middle schools,learning various pedagogical theories,studying the opinions on this issue at home and abroad,and focusing on the viewpoint of modern transfer theory,this paper provides rigorous theoretical basis for the research.In the second part(chapters 3 and 4),different questionnaires were designed forteachers and students of grade 3 and grade 1.after the new curriculum reform,different groups of grade 3 and grade 1 students' learning situation and teachers' teaching situation were investigated.in-depth analysis of the causes of teaching disconnection mainly included examination orientation,teachers and students.Then compare the teaching materials of junior high school and senior high school published by PEP,find out the blind spots and extension points of chemistry knowledge of junior high school and senior high school,and according to the transfer theory,put forward teaching strategies for the teaching of senior high school chemistry from aspects of optimizing the teaching material structure,analyzing and summarizing ability cultivation,paying attention to the teaching of basic principles,and adjusting students' psychology.Finally,starting from the blind spot and the extension point,the author extracts four parts,namely oxidation-reduction reaction,ion reaction,metal and its compounds,nonmetal and its compounds,and analyzes the knowledge and connection point and designs teaching fragments respectively.The third part(chapters 5 and 6)has completed the design of chemistry linking teaching between junior high school and senior high school based on transfer theory,and has carried out preliminary practical application and evaluation through classroom teaching.According to the content of chemistry teaching in the first year of senior high school,the students of the two classes are taken as the experimental objects,and the experimental class is monitored regularly in one semester by means of tests,questionnaires,interviews and other research methods.Finally,the chemistry learning of the students in the experimental class is analyzed qualitatively and quantitatively.The results show that adopting effective transfer theory teaching method,strengthening the connection between old and new knowledge,learning new knowledge and recalling old knowledge can reduce the difficulty of learning new chemical knowledge,improve learning interest,and ultimately improve students' learning results to varying degrees.