The Study Of Memory Strategy And Its Application In The High School Chemistry Teaching

In high school chemistry education, its contents characteristics is miscellaneous, the material is fragmentary, involving a lot of the basic concept, chemistry phenomenon and reaction the type and so on. The student is very difficult to take into the comprehension to much important chemistries fact and laws by the root. Thus, the student feel that the memory has great capacity, and its dull, and " understand the difficult recording easily". So, in the chemistry studies, the students must be have the special request to remember the chemistry knowledge, and depend on the memory strategy of science, so to receive the result of the half effort and double results. For this, on the base of Chinese and Foreign cultural heritage in large quantity lastly, the thesis discovers that it is almost blank of this aspect in the high school chemistry teaching. The majority concerning memory chemistry knowledge is also be limited to remember the method, does not become a research of system. Joining remembers the theories with high school chemistry teaching together, this thesis designs and applies the memory strategy creative on the base of the theories of pedagogy. This study tries to examine the application and the usefulness of the memory strategy, and to offer the practice basis for its the application training in the high school chemistry teaching.Foundation in the cultural heritage of large quantity, and according to the psychology theories with pedagogy theories, the thesis induces four kinds of memories strategy in common using in high school chemistry stage: the Rehearsal Strategy, the Store Strategy (the Elaboration Strategy and the Organizes Strategy), the Withdraw Strategy, the Comprehension Monitoring Strategy and the Emotion Strategy. It is textual to combine these memory strategies with chemistry teaching together, passing to design and apply these memory strategies to remember chemistry knowledge, so that the students can control and use the science memory strategy.First the thesis puts forward the theories foundations and the mode speculation of the memory strategy in the high school chemistry teaching. Second it is teaching experiment of application and analyzing point. It is the most important in this thesis. Adoption the reality design and it is high two student for research object, who is designed and trained to apply the memory strategy to proceed the memory. From the training result, the application of these strategies is beneficial to high school student's chemistry study score. The memory of the chemistry experiment and chemical formula is especially more obvious. And to most of students, they are not necessarily know the memory strategy adopted, but can control the in common using memory strategy after passing the training. And they also can set up own memory thought to remember the chemistry knowledge. However, it is still strategically the excellent further at design the memory strategy.