The Teaching Strategies Research Of "Derivatives Of Hydrocarbons" Knowledge Transfer In High School Chemistry

Improving the migration of students is an important goal of school education, "teaching for transfer" is a full expression of the target. The key of raising migration is to enable students to learn the methods of knowledge transfer. Migration is a common phenomenon in the learning process. It is impossible that all of the knowledge and skills is taught by teacher, therefore, school education must make the students equip the ability of knowledge transfer. Chemistry is an important basic subject, it carries out an extremely important educational role. Chemical education should be based on the development of students, to develop the ability of knowledge transfer in teaching, to make the students form good cognitive structure and thinking skills. Therefore, the study of the teaching strategies of knowledge transfer becomes very necessary.Currently, there are a lot of researches for knowledge transfer, but transfer of chemical knowledge are few, only a small number of chemical knowledge on the migration of teaching strategies is also a certain lack of fitness, so I planed to study teaching strategies of knowledge transfer in organic chemistry. Through access to relevant literature, I identified several important knowledge transfer factors, including the original cognitive structure of students, the students'general ability, mindset and meta-cognitive level of interference in four areas, and the relationship of these factors and knowledge transfer were analyzed. Based on the analysis of the knowledge transfer factors, combined with some existing teaching strategies of knowledge transfer, and according to the special features of Organic Chemistry "hydrocarbon derivatives", I made a number of specific knowledge transfer teaching strategies from three aspects, including the teaching of concept, the teaching of structure and nature, the experiment teaching. Through the survey on the status of knowledge transfer of high school students, I got the basic condition of knowledge transfer of high school students, then the teaching strategies were applied to teaching practice in the experimental class and controled class. After a period of teaching practice, I compared the before and after chemical test scores of the experimental class and the controled class to assess the effectiveness of these strategies. Through the comparison of chemical test scores, there is no significant difference in two classes, but for some chemical information migration issues, the score of experimental class is significantly higher than the controled class, which shows that the teaching strategies of knowledge transfer work in the solution of more difficult chemical issues. In addition, the teaching strategies of knowledge transfer can develop the meta-cognitive level and inquisitive, and improve the relationship between teacher and students and student and student.