The Research On The Use Of Production Theory In The Teaching Of Organic Chemistry

The process of solving problems is the process that provides us new thought and new behavior. It's indicated that productive theory is mainly used in logical fields such as computer, physics, mathematics , but it is unusually used in chemical teaching. Therefore the author chose this topic and hope it can provide a new method for chemical teaching.Under the director of the basics in worked-out example and productive theory, the researcher had designed three experiments and used three different worked-out examples. The researcher also divided the class in grade two and in grade three into four groups —A, B, C, D separately according to pre-examination results. Experiment one: Group A learned the materials of A which was compiled on the basis of the productive theory. Group D were taught by the teacher. This experiment focused on which way could hasten students' steps to form production rules; Experiment two : Group A learned the materials of worked-out example A which had some general production rules of common problems. Group B learned the materials of worked-out example B which didn't have the same. This experiment mainly discussed which material of worked-out example could make students learn knowledge of organic chemistry more quickly .Experiment three: Group A learned the materials of worked-out example A. Group C learned the materials of worked-out example C. This experiment mostly discussed whether the worked-out example in different manner could make students establish productive rules more effectively.The following were the conclusions of the study:1. It is showed that group A get better marks prefer to group D.2. Group A can predominate productive rules of similar problems more easily than group B; The difference is not obvious neither in the aspect of far transfer nor in the declarative knowledge acquisition.3. Group A predominate productive rules of problems more easily thangroup C.4. There are differences between grade two and grade three in the aspect of far transfer and near transfer because of the differences in knowledge, thought level , non-intellect factors.The conclusion in this study provides a good try for the reformation of teaching style and learning style in organic chemistry of high school. It also sets a good example for the teaching of inorganic chemistry.