Exploration And Practice Research On High Efficiency Teaching Strategies Of Science Review Lesson

With vigorous new curriculum reformations all round the world, many schools has formed a relatively mature teaching model, emphasizing on study-centered and giving more study time and opportunities back to students. However, it still exists cramming education on review lessons. Teachers tend to choose same review strategies for different types of lessons. They ignore students’different learning foundations and pay less attention to question design, thus significantly reduce the effect of review lessons.Through existing research literature analysis, the author made a study of current teaching strategies of review lesson in middle schools and carried out corresponding action research of feedback problems. Based on the exploration and accumulation of different review lessons, the author put forward relevant teaching strategies and basic teaching links of four basic types of review lessons (question chains of unite lesson review, mind mapping of special lesson review, autonomous test question analysis renew and circumstance discussion of experiment review). According to different types of review lessons, the author carried out in some high quality lessons or evaluation activities, and followed specialists’suggestions after class to make corresponding improvement.Section One mainly introduced current situation and existing problems of different reviewing lessons, and set up the research goal of making reviewing lesson teaching strategies and basic teaching links on different types of lessons. Section Two explained several reviewing lesson design related theories, including Constructivism Theory, Zone of Proximal Development (ZPD), Cooperative Learning, Question Chain Guidance, etc. Section Three made investigation and analysis of current teaching strategies of review lessons in middle schools through questionnaire survey and interview. Section Four put forward corresponding teaching strategies based on different types of review lessons. Question design is the key to question chains of unit lesson review. It should obey the principles of reality, fundamentality and integrity, and carry out with three links of question setting, basic question review and variant question expansion. Mind mapping of special lesson review should carry out in six links:autonomously comb teaching materials and build knowledge network; mutually recomb and improve knowledge network; demonstrate questions and replenish; make interactive question solving and modification; analyze classic past exam paper and deepen after class; settle and feedback to make further improvement. Autonomous test question analysis review should carry out by feedback, autonomous amendment, group discussing error correction and variant thought expansion. Circumstance discussion lesson review should combine some teaching case to make explorations on different types of experiment lessons.Besides, the author made comparative study on teaching class by using diversified review strategies, and found that students’ thirst for knowledge and interest at review stage were obviously higher as well as the number of excellent students and class average scores.By using different review strategies, it aims to help students learn to card knowledge network, deepen and systematize knowledge so as to improve their problem solving and divergent thinking abilities. In addition, the author thinks that it should grasp key and difficult points to make question and exercise design in review process, and try to integrate question chain design with knowledge network construction to promote the high efficiency of science review lessons in middle schools.