The Experimental Study Of Chemistry Learning Strategies Training In The Grade Nine

Mastery learning strategies, learning how to learn, has become the best way for learners to deal with the fast changing era of knowledge economy. Education scholars generally believe, the rational use of learning strategies is an important way to improve learning efficiency of students, which can effectively improve the students’ learning predicament, enhance the learning achievement. Therefore, the study of learning strategies has been the focus of researchers in education. In the late eighties of the20th century, research on learning strategies passed into our country. According to our country’s education, the domestic scholars has carried out many beneficial exploration, also obtained certain research progress since then. Through a comprehensive analysis of the results of previous studies we found that taking middle school students as the object of research on learning strategies is not much in our country, and is more in senior high schools, rare in junior middle schools; we can also found that the number of research on learning strategies for Chinese, English and Mathematics is obviously more than that for chemistry. Therefore, it is not been paid enough attention to the study of chemistry learning strategies in junior middle school stage.In our country, the chemistry curriculum in junior middle school stage is opened in grade nine. It is the initial stage of chemical learning and students has only one year to learn. So a lot of chemistry teachers in junior middle school, to some extent, overlooked the learning strategies training for students at this stage. But the chemistry learning in junior middle schools is the basic stage of chemistry learning and it is very important for students’ future chemistry learning, life and work. While the development stage of junior middle school students’ mental and physical, cognitive, thinking make them be in a preliminary regulation of its own awareness and ability to learn. Therefore, we think that chemistry teachers should start cultivating and training, so that the junior middle school students’chemistry learning strategies can form gradually and the level of the use increase gradually.Based on the above reasons, we put forward the research topic. In the early stage of the research, we collected and analyzed in-depth a large amount of related literatures, grasped the current situation of this research area, summed up various researchers’ different research perspectives, methods and inadequacies. On this basis, we built the theoretical framework and carried out the practice research of this experimental study. In this paper, we used the constructivism learning theory, meaningful learning theory, humanism learning theory and metacognition theory as the main theoretical pillars. We analyzed the characteristics of junior middle school students’thinking development and the characteristics of chemistry subject detailedly. On this foundation we put forward five basic principles which we should followed in the chemistry learning strategies training in grade nine. The students in the experimental class were thoroughly investigated through the questionnaire in the early of the research, so we could understand the mastering situation of the students’chemistry learning strategies in the experimental class and take the training of chemistry learning strategies targetedly. Based on the result of our investigation, characteristics of chemistry subject and the characteristics of junior middle school students’thinking development, according to the basic principles and the division of learning strategies in our research, we propounded three ways of training as follows: infiltration type training in chemical classroom teaching, chemical extracurricular periodic special training and the theme of exchange activities, which were put forward from three aspects as shown below:the cognitive strategies, metacognitive strategies and resource management strategies. We also expounded the concrete implementation methods of each pathway.Based on the above-mentioned theoretical framework construction, we carried out the educational experiment research in Class59, Grade9, Guilin BaoXian Junior Middle School, in Guangxi Province. Under the guidance of five basic principles, the construction of three training ways and specific implementation methods were applied in chemistry learning strategies training among the students of class59. According to the students’homework material that collected from each training and the result of questionnaire survey at the end of the experiment, we found that, along with the experimental training, the level of students’mastering chemistry learning strategies was improved gradually. In addition, according to the results of mid-term exam in the experimental medium-term and the final exam in the later period of the experiment, we also saw that the middle school students’chemistry learning achievement has been improved significantly by this experimental training in the short term.Through the study of theory and practice, we mainly drew the following conclusions:In this study, we constructed for the chemistry learning strategies training system which was used in Grade9. This system included the proposing of five basic principles, three basic ways of training and specific implementation methods. All these were put forward after the in-depth analysis of junior middle school students’thinking characteristics and the characteristics of chemistry subject. Practical results proved that this training could improved the level of students’ chemistry learning strategies and students’ability of learning chemistry effectively. This was embodied in the following aspects:First, the chemistry learning strategies training can improve the students’chemistry learning achievement of Grade9;Second, the chemistry learning strategies training can make the students to maintain interest in chemistry study and form good habit of chemistry learning;Third, the chemistry learning strategies training can improve the boy students’and the girl students’chemistry learning achievement, but the degree of improvement doesn’t show significant gender differences.Due to the limitation of the researcher’s ability and the research time, the conclusions given in this thesis need more checking and verification. Some problems found in the course of our study need further research, for example, the effect of quality of students’source on the experiment, whether the short term experimental effect produce sustained effect on students’ subsequent chemistry learning, etc.