Research On Strategies To Promote The Connection Between Junior High School And High School Chemistry Teaching Based On Transfer Theor

Due to the characteristics of the chemistry knowledge system in junior and senior high school and the changes in learning requirements for students,some students are not adapted to senior high school chemistry learning after entering senior high school.Therefore,doing a good job in high school chemistry linkage teaching in the first stage of senior high school can help improve students’ chemistry grades,enhance confidence,increase interest in chemistry learning,and help them better and faster adapt to senior high school chemistry courses.The "Curriculum Standards for Chemistry in Ordinary Senior High Schools(Revised in 2017 and 2020)" also clearly states that "the chemistry curriculum in ordinary senior high schools is a basic education curriculum that is connected to compulsory education chemistry or science courses.It can be seen that linkage teaching in junior high and senior high school has become an important theme in the field of educational research.In the context of curriculum reform,basing on theoretical research and literature review on linkage teaching,this study firstly explored the problems that arise in the chemistry linkage teaching between junior and senior high schools from the perspectives of students and teachers by questionnaire surveys and interviews.Then,by comparing and analyzing the chemistry curriculum standards and textbooks of junior and senior high schools,we explored the differences and connections between the content of junior and senior high school chemistry courses.On this basis,combined with the results of the current situation investigation and text analysis,based on the transfer theory,this study proposed a strategy for linkage teaching in junior high school chemistry and a design approach for linkage teaching.Representative chapters and design cases were selected from the compulsory textbooks of senior high school chemistry,and the application of transfer theory in junior high school chemistry linkage teaching was attempted.The research results provide suggestions and insights for teachers to better carry out chemistry linkage teaching between junior and senior high schools,stimulate students’ interest and confidence in learning chemistry,and improve the quality of talent cultivation.Specifically,the paper consists of seven parts,each of which mainly includes the following:The first part clarified the research background and significance,summarized the current research status of linkage teaching both domestically and internationally through literature research,and determined the research objectives and ideas.The second part defined the connotation and classification of transfer,analyzed traditional transfer theories and current transfer theories,and provided a theoretical basis for research.In the third part,a survey was conducted to investigate the interests and influencing factors of chemistry learning,the current situation of chemistry learning difficulties,the current situation of junior high school chemistry linkage teaching,learning habits,subject selection,and career choices of junior and senior high school students by questionnaire survey.An interview survey was conducted on chemistry teachers in junior and senior high schools from dimensions such as the understanding of chemistry teaching in another stage,the difficulties,key points of chemistry learning at this stage,the current situation of chemistry linkage teaching,and statistical analysis was conducted on the collected questionnaire data and interview results.The fourth part compared and analyzes the curriculum standards and textbooks of junior and senior high school chemistry.It analyzed the connection between the curriculum standards from four perspectives: curriculum nature,curriculum concept,curriculum content,and core literacy.It summarizes the connections and differences between the curriculum contents of junior and senior high school chemistry,and organized the basic concepts,material properties,chemical experiments of compulsory courses one and two in high school chemistry textbooks,the linkage points and complementary "bridge" content between the four types of chemical calculation knowledge and junior high school chemistry curriculum.The fifth part,based on the survey results and comparative analysis of course content,proposed a transfer theory based on linkage teaching strategy for junior and senior high schools-guiding students to form a good cognitive structure,improving students’ cognitive structure,utilizing the existing cognitive structure,grasping students’ psychological set,and using situations to promote the generation of transfer.The sixth part comprehensively applied the proposed teaching strategies and further proposes a transfer theory based linkage teaching design approach for junior and senior high school chemistry.It also designd teaching cases for "Oxidation-reduction Reaction","Transformation of Sulfur",and "Commonly Used Physical Quantities in Chemistry-Amount of Substance".Interviews with high school chemistry teachers were conducted to evaluate the case and provide suggestions,verifying the feasibility and effectiveness of the teaching strategies and design approach.It provided reference and reference value for the linkage teaching work of frontline chemistry teachers.The seventh part conducted an in-depth analysis of the data collected by the research institute,drew research conclusions,summarized the shortcomings in the research process,and looked forward to the research on the connection between junior and high school chemistry.