Research On Investigation And Strategy About Learning Strategy Of Chemistry Conceptual Knowledge In Senior High School

Lifelong education is becoming to be a trend that ensure people survive and develop in the21st Century, that developing students’independent study ability of chemistry also is pointed out in Ordinary High school Chemistry Curriculum Standard(), so developing students’ learning strategy is significant. As some theory of learning strategies and information processing theory are basis, we propose the concept and structure of chemistry learning strategy, namely, chemistry learning strategy is the cognitive strategy and control which is used and regulate the the whole study activity by learner in order to increase learning efficiency and result, it includes three one-level strategy—chemistry cognitive strategy、chemistry metacognitive strategy and resource management strategy, which is divided into some secondary or third level strategy and learning methods.Based on Bloom’s Taxonomy of Educational Objectives, we present the concept of Chemistry conceptual knowledge, which includes chemistry concept、chemistry principle and role、chemistry theory、model and structure. It is more distinct and more specific than chemistry theory knowledge. As some theory of learning process and information processing model are basis, we propose four phases of learning process:attending and expectancy of knowledge; acquisition and encoding of knowledge; shift and reinforcement of representation; retrieval and application of knowledge.Then based on the theory of this thesis and some investigations, we self-design a questionnaire about learning strategy of chemistry conceptual knowledge for students in senior high school. The questionnaire include three main scales and16subscales, three main scales respectively are chemistry cognitive strategy scale、chemistry metacognitive strategy scale and chemistry resource management strategy scale. Each subscales is divided into several sub-scales. There are60questions in questionnaire which are marked with the five-grade system, and the higher the question score is, the higher the corresponding learning strategy level is. Anonymous survey was carried in two junior classes of high school who were randomly selected and get some conclusions.Finally, we propose corresponding learning strategy and teaching strategy of each phase, which are expounded from definition, significance, realization approach and teaching strategy. The strategies of the attending and representation phase include main goal orientation strategy and motive motivate strategy; the strategies of the acquisition and encoding phase include multiple perception strategy, rehearsal strategy, elaborative strategy and organizational strategy; the strategies of the representation shift and reinforcement phase of include conditional cognitive strategy and practice strategy; the strategies of the retrieval and application phase include diversity of extraction clues strategy and application strategy.