High School Chemistry Knowledge Structure Strategy

Knowledge structure means to divide what has been learned into different sections or include it in a larger scope. In this way, knowledge can be organized in the mind to form knowledge blocks and then form a clear knowledge structure. Cognitive Psychology believes that only knowledge which has been organized in good order can be activated under a certain stimulation and successfully extracted when needed. The teaching of knowledge structure focus on "how to teach" and the like, which include the teaching content, teaching ideas, teaching methods, etc.. The aim of it is to achieve the established objectives of the optimal way of working. Therefore, helping students to form knowledge structure is an important task of teaching high school chemistry, and the research of knowledge structure is one of the main research directions for chemistry educators in secondary schools.The thesis is made up of six parts.The first part includes the problems put forward by the author and the significance of the research. In this part, the necessity of forming knowledge structure has been analysed from the needs of students, teachers, professional development, teaching strategies and chemistry characteristics under the new curriculum requirements as well as the need for reforming and development of structured teaching of chemistry knowledge in secondary schools.The second part is about the purpose of the study, ideas and approaches. In this part, the three issues mentioned above are briefly described, too.The third part is mainly about the theoretical foundation. The theoretical basis of constructivism theory, subject theory and structure theory of cognitive structure are applied to the research on teaching strategies of chemistry knowledge structure. Based on these theories, the current research on domestic are summarized.The fourth part mainly states the high school chemistry knowledge structure of the theory of vision. This section first expounds the meaning of chemical knowledge structure; Secondly, the knowledge structure of the formation mechanism is analysed from the chemical knowledge structure and the distinction between cognitive structure and transformation of knowledge structure of chemistry course and the impact of structural factors chemical knowledge in high schools; Finally, the teaching strategies of chemistry knowledge structure is put forward. Besides, teaching plans have been designed based on chemistry teaching practice and teaching strategies from both the theoretical and practical teaching angles. The fifth part is about the practical teaching activities involved in the study of chemistry knowledge structure in secondary schools- a Case Study in redox reaction. This section is divided into two parts. The first part is the overall knowledge structure of Chemistry in secondary schools built on the basic knowledge of redox reactions. Besides, a complete analysis is carried out, including materials analysis, knowledge structure analysis, cognitive structure analysis. In addition, a teaching plan is designed about "oxidant and reductant", which belongs to Chapter 2, Section III of "Chemistry 1". The second part deals with the concrete teaching activities, which are carried out in the second festival " Electricity into Chemical Energy - Electrolysis" and "Chemical Energy into Electricity - Battery" of the first Chapter" Principle of Chemical Reaction ". The knowledge structure of "redox reaction" is fulfilled based on electrochemical study. This part focuses on the implementation of the chemical structure of teaching knowledge and apply the knowledge structured teaching strategy in teaching effectiveness and student learning outcomes. Practice shows that the knowledge structure is helpful in teaching students to know, memory, control and use of Chemistry knowledge. The test scores of the students also illustrates this point. Finally the thesis indicates the reflection evaluation of the chemistry experiment on knowledge structure of teaching in secondary schools.Part Six is about the problems existing in the present teaching and prospects for the future teaching. In this part, the problems are discussed and prospected.