Research On Learning Strategy Of Factual Knowledge In Senior Chemistry

With the development of modern science technology, the renewal periods of knowledge has been shortened, and learning has been lifetime task for us all. So, in school education, students should be taught how to learn the knowledge quickly and effectively, that is to say, it is necessary for students to master the learning strategies. As is known, Chemistry is one of the central subjects in the 21st century. It plays a very important role in the development of society. Factual knowledge in Chemistry is the knowledge that correlative with the characters of a matter, and which reflecting all-sided facts of a matter, such as existence, methods of preparation, preservation, purpose and test. As the principal part, Factual knowledge in Chemistry cannot be replaced by any other kind of Chemistry knowledge in the cultivation of study capability and moral lessons; that is to say, it is a must of a citizen.To many students, it seems that the factual knowledge in Chemistry is easy to understand but difficult to remember, so many students are not very interested in learning factual knowledge. Through the investigation into the sensor students, we draw a conclusion that there are five reasons for learning difficulties in factual knowledge in Chemistry, the first is the deficiency of learning movitation, the second is student's splitting the connection of knowledge, the third is the influence of the unpopular things, the fourth is the deficiency of the tri-representation, the fifth is the low level of the metacognitive.Under the guidance of some learning theories, considering the featureof the factual knowledge in Chemistry, we expound the mechanism of the learning process of the factual knowledge in Chemistry. Since we use Schema theory to explain the representation of factual knowledge in Chemistry, we think that factual knowledge in Chemistry should be deposited in our mind as a knowledge network, only in this way, the knowledge in our mind can easily be applied. And, we divide the process of learning factual knowledge in Chemistry into three stages: firstly, acquisition of the new knowledge; secondly, store in our mind; thirdly, the application of knowledge.On the guidance of modern learning theory, the learning strategies of factual knowledge in Chemistry we bring forward are as follows: in the first stage, use the guidance of the learning target; consolidate visual instruction by all means; make good use of the questions about the new knowledge; in the second stage, make the meaning of the knowledge certain by all means; analyze the knowledge and make it clear what kind of knowledge it belongs to ; build the network of the knowledge; in the third stage: form problem schema; appraise the state of the problem-solving.To cultivate the students' learning strategies, we use two methods: firstly, set up a specific course for learning strategies, then teach the students the learning strategies during the process of the normal teaching. It proves that our learning strategies are helpful for students' learning. In addition, the case study is very successful.