A Research And Application Of Advance Organizer Strategy For Inquiry Chemistry Teaching Of First-year High School

The first-year chemistry teaching of high school is crucial for the development of chemistry thinking and scientific thinking training of freshmen in high schools, and inquiry chemistry teaching of first-year high school and advance organizer strategy meet the requirements of new curriculum reform. Though inquiry teaching, a student-oriented and teacher-guided teaching activity, aims to explore chemistry and its nature,for the sake of scientific literacy, innovativeness and knowledge accumulation of first-year students in high school, chemistry teaching in practice does not give students’ subjectivity and teachers’ guidance full play. The advance organizer strategy, based on meaningful learning and proposed by D·P·Ausubel, benefits students’ knowledge update,cognitive structure sophistication and well-organized teaching as well as facilitates the combination of students’ subjectivity and teachers’ guidance.Thus, this thesis believes that the application of the combination of inquiry teaching and advance organizer strategy for the first-year high school chemistry class is of great academic significance and practical value. With the development of inquiry teaching and advance organizer strategy, they can be adapted for first-year chemistry teaching in many aspects.Through literature review, teaching observation, comparison, field survey and questionnaires, this thesis conducts a research on the theories and applications of inquiry teaching and advance organizer strategy in first-year chemistry teaching of high school. After observing the chemistry classes, design principles of inquiry teaching and advance organizer strategy are established according to the problems of the two strategies exposed in practice. In addition, a type classification of advance organizers strategies is concluded from teaching examples. In detail, 8applicable types of the advance organizers strategies will be analyzed and applied in first year chemistry classes. It is founded that under the requirements of the new curriculum reform, advance organizers strategy can make for the popularization of inquiry teaching in the chemistry teaching as well as the combination and function of students’ subjectivity and teachers’ guidance. At the same time, it is conductive to students’ performance, interest, capability in chemistry learning and also benefits them in terms of scientific literacy, innovativeness and learning confidence.