| Based on the learning status quo that many new sutdents in high school can not quickly adapt to the current situation of high school chemistry learning, it has practical significance and practical value for the diagnoses on the reason caused the students with learning disabilities, and the exploration on the effective chemistry teaching strategy for grade one new students, and the inshortening on the adaptation period of the students’ learning, and the improving on the high school chemistry teaching quality.In this paper, based on the metacognitive strategies, Gagne’s learning theory, constructivism theory and the concept of the new curriculum, and combined with author’s the accumulation of teaching experience, aimed at current students could not rapidly acclimatize theirself to chemistry orientation in senior high school, the strategy of the present condition was carried on to shorten Grade one students the adaptation period.The national high school students in tuzuoqi as the research object were surveyed, interviewed, experimented using the educational research methods, to analyze the causes that the students were unable to adapt to high school chemistry learning, and found out the reasons as follows:the teaching material factor, student synthesizes character, and study habit...etc. A fast adaptation strategy of the effective chemistry teaching was brought forward, which the motivation is waken, and the steps of knowledge is built by using the teaching material, and according to the characteristics of chemistry subject, the knowledge is reorganized by the memory and thinking training, and the chemical knowledge is explored on one’s own initiative. The fast adaptation strategy was put into the practice. The test results was analysed using the educational statistical method.The experimental results show that, when the students in the experimental class were teached using the fast adaptation strategy, they eliminated their learning anxiety, developed their learning interest greatly, quickly interested in the high school chemistry learning, promoted their chemistry inquiry ability, enhanced their learning autonomy, developed their cognitive strategies, memory, thinking ability enhancement, chemical capabilities of knowledge integration, and markedly improved chemical performance, collective consciousness, collaboration consciousness. In the end, students in the experimental class adapt to the chemistry learning more quickly than students in the normal class of senior high school. |
