Research On The Investigation And Guiding Stratgies Of The Notes In The Junior Middle School Students’ Chemistry Class Notes

Learning contents of chemistry curriculum in junior high school are diversified and fragmentary,and students need to spend a great amount of time and energy in understanding,summarizing and memorizing them when they just start to learn it.Therefore,it is especially important for the junior high school students to find a correct and effective learning method.It is a part of the teaching work of junior high school chemistry teachers to help students develop a good habit of taking notes.Taking notes is an important learning method,which is conducive to timely finding and summarizing knowledge points and facilitates the understanding and digestion of knowledge.However,there is only little research currently on how teachers should help students to take notes in a better way.Therefore,how students should take chemistry notes and which kind of guiding strategies teachers should adopt to effectively improve students’ behavior of taking notes and further enhance their academic performance are the issue this thesis focuses on.In this thesis,the problems existing in students’ class notes are first analyzed through understanding junior high school students’ attitude towards chemistry notes and their note-taking behavior by means of student survey and teacher interview.Then,the students’ attitude towards notes is improved through carrying out class notes exchange activities,they are organized to learn the notes-taking methods and the specific notes guiding strategies for different lesson types and teaching time are put forward and implemented.The students’ attitude towards notes and their change in the notes-taking behavior are analyzed from three aspects of their classroom performance,interview results and text materials of class notes,and the effectiveness of the guiding strategies is tested through the changes in students’ academic performance.This thesis conducts questionnaire survey on junior high school students’ attitude towards notes and the current situation of their notes-taking behavior,and the following problems are found from the survey results and the interviews with teachers: First,although lots of junior high school students have recognized the importance of chemistry class notes and have a good cognitive status,their emotional part and behavioral tendency still need to be improved;Second,in terms of the notes-taking behavior,many junior high school students’ notes are from the content that the chemistry teachers write on the blackboard,which are mostly recorded on the textbooks in a relatively untidy way and little of the content is processed.Meanwhile,most of the students have a single recording method,which tends to be full paragraph marking and verbatim transcription.The following guiding strategies are proposed in this thesis aiming at the above-mentioned problems existing in the chemistry class notes of junior high school students: First,group discussion should be held to discuss the role of notes so as to improve students’ recognition towards the importance of chemistry notes;Second,the notes steps should be effectively summarized to optimize students’ notes taking and organizing work;Third,the content of chemistry notes should be simplified and corresponding optimization and improvement should be made to the form of notes.Based on this,this thesis mainly chooses two classes and sets them as experimental class and control class,respectively to carry out teaching practice.The two classes are kept consistent in the teaching progress and content as much as possible.The author pays special attention to the notes of students in the experimental class and makes effective guidance for their notes-taking behavior,while the notes of the students from the control class are not guided.The following conclusions are drawn through teaching practice:First,the guidance and intervention of chemistry teachers can greatly improve junior high school students’ attitude towards notes;Second,the students’ notes-taking quality has been effectively improved,the content of their notes has become much richer and the methods they use in taking notes are no longer single under the intervention of the guiding strategies;Third,the academic performance of students has been greatly improved under the intervention of the guiding strategies;there are also differences in the degree of influence of guiding strategies on students with different scores,and the guiding strategies for chemistry notes have the most obvious effect on the students with moderate scores.