Practice Research On Transfer Teaching In The Linkage Of Junior And Senior Middle School Chemistry Knowledge

With the full implementation of new curriculum reform, chemistry classroom teaching in high school has presented a new profile from knowledge-oriented imparting to cultivation of student abilities in all aspects. As students’ leaning abilities are well trained, the effectiveness of classroom teaching is accordingly improved. In the context of the new curriculum, however, the author finds students in the first year in high school suffer from a gap between chemical knowledge they learn in the middle school and high school. In order to decrease the difficulty for first-year high school students in chemistry study and the imbalance among subjects, and ensure the effectiveness of chemistry teaching in the first year, the author tries to apply transfer teaching to chemistry class in high school and develop students’ ability in learning transfer. This paper starts with an overview of the theoretical basis of transfer teaching, and compares the structure and characteristics of knowledge system in middle and high school. Then based on teaching practice and chemical knowledge in the last year in middle school and the first year in high school, the paper then, from the perspective of transfer theory, analyzes the connecting points between middle and high school, establishes a preparation implementation-development-improvement teaching mode. Finally, in line with chemistry teaching content in the first year in high school, the model established as above is applied to chemistry classroom of first-year high school students. As teaching practice suggests, knowledge transfer teaching can lead students in the transition from middle school chemistry knowledge to high school chemistry learning so that it is easy for students to make effective and comprehensive combination of chemistry knowledge they learn in middle and high school before achieving the objective of cohesion and gaining new insights through review. The model applies to the gap between chemistry knowledge in middle and high school as students are faced in the first year in high school, as a feasible and effective trial for first-year high school students.