Study On The Learning Strategies Of Chemistry Experiments In Junior High School

Chemistry experiments is of great importance not only in leading,enlightening and demonstrating, but also in improving students’ abilities inobserving, analyzing and solving the problems. It is an important carrier ofchemistry teaching, playing a decisive role in the process of teaching. Based onthe investigation and analysis of the present chemistry experiment teaching, wecan find some problems existing in the experimental teaching, and most ofstudents lacking necessary learning strategies. Because of these problems, thearticle is going to carry out the study of learning strategies in experimentalteaching.This study is based on theories of learning strategy, combined with theinvestigation of junior high school students in learning chemistry experiments, inorder to research learning strategies in experimental teaching. This study mainlyincludes:1. Through the teaching track and interview with students, to understand studentsusing learning strategies in chemistry experiments.2. Through the tests, to analyze students’ learning strategy in chemistryexperiments.3. Through the questionnaire, to learn students’ expectations in chemistryexperiments and chemistry teaching.4. On the basis of analysis, to put forward an optimized teaching mode in students’ learning strategy in chemistry experiments.This study comes to the following enlightenments:1. We should pay attention to the training of students’ scientific spirit. Students are required to develop a sequential, objective, comprehensive, dialectical habits of observation, and to record each phenomenon in chemical experiments promptlyand accurately, thus raising student’s scientific spirit.2. We should pay attention to the penetration of scientific methods. Firstly, suitable learning strategies are adapted according to different experimental teachings, then let students carry on a preliminary grasp of learning strategies, and graduallyhave a consolidation of practice; the second step is to teach students to monitor the use of learning strategies, learning to regulate their learning environment and their own state; finally, through analyzing the range and value of learning strategies, let students master learning strategies, so that they can benefit from them in their lives.This study also basically explore the use of the "problem-found","verification=guess" and "watch-interpretation " student-based teaching models.