Thematic Teaching High School Chemistry Concepts Of Promoting Research Review

Currently, thematic chemistry revision in senior high school is aimed atNMET in large part. It features more excises and attaches importance to instanteffect, downplaying the humanities connotation of chemistry and ignoring theprocess where students form their concept. And there being no concept ofteaching, teaching grows shallow, blind and lack of specific, practical andforward-looking. Emphasis on concept formation is an effective way tostreamline the course content, to reduce the burden of student learning andimprove their scientific literacy. Additionally, thefusion of concept formationand thematic revision research at home and abroad is not yet mature, however.So there is a lot of research space. In view of this, combined with my ownteaching and research strengths, I choose “The Research on Promoting ThematicChemistry Revision Together with Concept Formation”. Hopefully, it canimprove thematic revision efficiency of Senior Three and provide a reference ofchemistry concepts implementation.This article was organized by six sections.The first section is to raise issue and clarify research significance. Pointedout the necessity of concept from three perspectives: sustainable developmentof students’ needs, efficiency improvement from thematic review andprofessional growth of teachers.The second section is the research of present situation. Through access torelevant information and learn from the previous research results in this area(including theory and practice), hereon presented research orientation:concept formation and review teaching on chemistry projects.The third section is the purpose, ideas and methods of research. Mainlyadopt literature research and case method on the basis of possession of abundantliterature. Since no idea to build Roman in a day and difficult to do quantitativeassessment, so it’s no need to set the volume measurement before and after thetest for senior in high school who have less than two month with project review.The fourth section is based on the concept formation of chemistry reviewproject in high school. Theory research carried on respectively from thefollowing perspectives: basic concept analysis on chemistry in high school,review project made based on the concept of constructions and combination of Chemical concepts and specific knowledge in the university entrance exam.The fifth section is mainly about practice research aims at promoting theconcept construct of high school chemistry. This part mainly analyzed theteaching design model which promoted on high school chemistry review projectof concept construction, and meanwhile analyze teaching design case used topromote the concept construction of high school chemistry review project.The sixth section is about discussion and prospect. Through this kind ofdiscussion, people can emphasis on significance and recognize deficiencies. Wehope more people to pay attention to the high school chemistry thematicrevision for teaching and research, and we can give a more thoroughexploration and practice.