A Study On Application Effect And Activation Of Chemical Contextual Cues

According to the education form in our country,curriculum reform finally takes place in the classroom,and core literacy should be cultivated through classroom activities.Some scholars point out that core competencies need to be developed through situational practice.In the "General High School Chemistry Curriculum Standard(2017 edition)",create an reality argues for the various activities of inquiry based on chemical experiments are carried out,the structural design of teaching content is stressed students so as to "interest in learning chemical to promote the change students learning style,and cultivate their innovative spirit and practice ability of object.However,in the actual classroom,teachers do not let the situation play a role in running through the classroom,connecting knowledge points,and providing students with opportunities for independent thinking.Moreover,most of the created situations are superficial and single in form,which are often used only when introduced in the classroom to attract students’ short-term attention,but are ignored in the subsequent teaching.What’s more,the situation causes students’ extra cognitive load and interferes with students’ learning process.In addition,there will also be a class with several situations stacking phenomenon,on the surface of the course is rich in content,but in fact the logic is confusing,the key and difficult points are not clear.This paper mainly studies the application effect of situational cues in real chemistry classroom,and finds the influence of situational cues on teaching and student achievement.This study mainly takes constructivism learning theory,situational cognition and learning theory,contextual learning theory and priming effect in psychology as the theoretical guidance,and makes an empirical study of the application of situational cues in teaching and the activation of knowledge.It adopts literature method,questionnaire survey method and pen and paper test method to carry out this research.Firstly,the literature method was used to sort out the relevant theory and practice of situational teaching and situational clues at home and abroad,and the current situation of teaching of elemental compounds.The questionnaire survey was used to understand the current situation of the use of situational clues.On this basis,the construction method and teaching strategy of chemical situational clues were proposed.Then,based on the "General high school Chemistry Textbook 2019edition",the situational clue teaching classroom was designed and the teaching practice was carried out in a middle school in Chongqing.Through the use of situational cues in teaching,the paper and pencil test results,questionnaire test results and interview results were processed and analyzed,and the conclusion was drawn: situational cues are helpful to improve students’ chemistry learning results;It has a positive impact on classroom activity and student participation.The activation effect of situational cues is reflected in improving students’ classroom attention and promoting the extraction of prior knowledge.Good use of situational cues can have a positive impact on teaching and students.