Sample In A High School Chemistry Teaching, Learning Preliminary Study

Directed by the theory of Cognitive Psychology and Information Processing Theory, the author has explored the practical effectivenesss of learning chemistry from worked examples in senior high school. With the use of group statistics analysis and case study methods, the experiments provided the teaching method of leaning from worked examples in chemistry teaching with some proof as well as adavices. The results suggest that learnig from worked examples in chemistry teaching can also perform well as did in other subjects. It not only can effectively alleviate the learners' cognitive load, to promote the schemata construction and cognitive skills acquisition, but also can mobilize students' learnig enthusiasm availably. Especially for novices and the poors in knowledges, they can benefit most from learnig from worked examples and be in favor of it most. At last it is pointed out that there are some factors should be taken into consideration while learning from worked examples. First selecting and constructing effective worked examples should be the base of learning from worked examples, the worked examples must be able to alleviate the learners' cognitive load effectively and direct students' attention to schema construction appropriately. Then we should think over the learners' knowledge level, along with the link-up and transition with conventional teaching. At last the diversification and the funniess is also an important factor that should be taken into account. Only this can learning chemistry from worked examples serve better for disciplinary education.