The Influence Of Chemistry Situational Teaching On Students’ Learning Transfer Ability

The significant goal of high school chemistry teaching lies in the cultivation of core literacy based on real situations.An important part of students’ learning ability is students’ learning transfer ability.The selection of situations and applicable strategies in situational teaching are explored by a large number of researchers,but its influence on students’ learning transfer ability has not been clearly verified.The freshmen stage of high school is the key period for students to learn chemistry.Due to the differences between the contents of middle school and high school,students will fall into learning difficulties at the beginning of enrollment.While through the creation of the real situation,the distance between life and discipline can be shortened,the fear of difficulties can be relieved,the learning interest can be enhanced,and students’ chemical thinking can be cultivated.Therefore,the exploration of the impact of students’ learning transfer ability by using real situations in chemistry teaching can embody certain significance.Firstly,the connotation of situational teaching,chemical situational teaching and learning transfer is clarified through the consultation of the literature,the present status of chemical situational teaching in high school and the learning situation of high school students are sorted out.Three dimensions of students’ learning transfer ability are summarized: such as extraction and recognition ability,analysis and generalization ability,as well as linkage and solution ability.Then,the second chapter of the first volume of compulsory high school chemistry is taken as the practical content,the students of one or two classes in a key high school in Yongchuan District,Chongqing are taken as the research objects,and the teaching practice of cultivating students’ learning transfer ability is carried out.For the purpose of examining the students’ academic performance and learning transfer ability,two sets of pre-test and post-test papers are independently compiled,the reliability and validity of the test papers are also tested.The test paper and students’ answers are analyzed after the pre-test,students’ learning status is collected through interviews,and the teaching experience is exchanged with experienced teachers.The situational teaching strategies is designed by combining the test results and interview results to cultivate students’ learning transfer ability.Through the teaching practice for one month,the post-test paper is used to check students’ learning transfer ability and academic performance.The contrast of the ability level of the experimental class and the control class in the pre-test and post-test is carried out,and the situational teaching classroom based on the cultivation of students’ learning transfer ability is reflected.According to the pre-test and post-test contrast,the classroom mode of situational teaching is found to be able to enhance students’ learning transfer ability,which can facilitate the improvement of students’ learning interest,and the enhancement of classroom efficiency,as well as help students master chemical knowledge in an effective way,so their performance can be improved and their confidence can be established.From the research,the situational teaching is found to be significantly effective in the cultivation of students’ learning transfer ability.