Using The Aesthetic Elements In Chemistry Teaching To Promote Students’ Memory Effect Research

Chemistry is the study of material composition, properties, structure and the change rule of science. The subject is characterized by knowledge and more miscellaneous, from "specific" to "abstract", "macro" to "micro", involving chemical symbol, equation, reactions, and the basic concept, chemical, as well as the experimental phenomenon. It causes chemical knowledge hard to remember, and lack of effective memory method, as many students reflect. As a natural science, like humanities, arts, etc, there are a lot of aesthetic elements of chemistry, such as: material beauty, structure beauty, symmetry beauty, color beauty, dynamic beauty, experiment beauty, humanities beauty, feelings beauty, change beauty and so on. These are the result of human understanding of the chemical world.In view of the characteristics of chemistry subject, based on a large number of literature, we found that the current research on promoting students to remember are a lot, but the study of the use of chemical aesthetic elements to promote student memories are rare. This study will combine education, psychology and other related knowledge,the chemical elements of aesthetics in study and memory together. Trying to explore the feasibility and effectiveness of use aesthetic elements in chemistry teaching to promote students’ memory, so as to provide a basis for practice in this study, and bring up students’ ability to feel beauty, find beauty and create beauty.First of all, questionnaires to high school chemistry teachers and students, and communicate with them. find out the situation of understanding the chemical aesthetics element in teaching and learning, and the use of chemical aesthetics elements in teaching and memory, to determine the need for research. Again, combined with the characteristics of each chemical aesthetic elements and student psychological, refer to some outstanding teaching cases, summarize, organize and design three teaching cases,to improve students’ interest in learning and promote students’ knowledge of memory.Finally, to practice in the actual chemistry teaching, and the practice effects are measured by students’ test scores and interest in learning. This study carried out three times in practice, subjects are some students of Health School of Nanchong(control class is the nursing class 3 of grade 2014, experimental class is the nursing class 4 of grade 2014); Long Shu-fan from Science class, grade 2012 of Nanchong High School;Lei Ya-jie from science class, grade 2011 of Nanchong NO.9 Middle School,respectively. After the experiment, results show that the chemical test scores of control class and experimental class have shown significant differences, the experimental classis superior to control class. And that Long Shu-fan’s interest in learning, class participation, classroom concentration was obviously better than before the experiment.And Lei Ya-jie chemistry grades improved significantly. Therefore, using the aesthetic elements in the chemistry teaching to improve students’ interest in learning, is helpful for students to learning and memory of knowledge.