Problems And Strategies Of Element Compound In The First Round Review Of Senior Three Chemistry

As the key knowledge of high school Chemistry, the knowledge of element compounds plays an important role. It is not only closely connected with the basic theory, experiment, calculation knowledge, but also can be used as a carrier of thinking. However, the knowledge involved is so scattered and complicated that students feel it difficult to master the fragmentary knowledge in the first-round review. Based on this situation and under the guidance of modern educational theories and the new curriculum ideas, it is necessary to explore overall teaching strategies. That is to grasp the nature of a particular element(dot- line), and then to extend from one element to similar elements(line- angle), and finally to establish the connection between different elements(line- dimension). This teaching model can make the chemistry class more efficient and promoting the formation of chemistry concepts and improvement of the chemical quality.This paper is made up of five parts.The first part is the proposal of the issue and the design. The interviews with teachers can contribute to finding the existing problems that students have before and af ter the first round review. With this method, the drawbacks of traditional teaching mode are pointed out.According to the requirement of new curriculum reform, the analysis of 2015 college entrance examination and the studies at home and abroad, this part states the necessity of the overall construction strategy and has a brief description of the objectives, contents and methods in the research.The second part is the theoretical basis of the study. This section presents overall construction strategies based on memory theory, constructivist theory, basic humanism learning theory.The third part is the implimentation of overall construction in the first round review in senior 3. The overall construction strategy makes it possible for students to think from the point to the line, the line to the angle, the line to the dimension. Therefore, students manage to study by themselves with the help of activities. By widen the knowledge, the integration between knowledge is finally achieved.The fourth part is the practical study of overall construction strategy, taking sodium knowledge for example. First, the interview determines the necessity of proposing the teaching strategies. It’s also necessary to make sure of the comparability of the two classes before the experiment. Second, the content of the teaching practice elaborates the whole process from the point to the line, the line to the angle, the line to the dimension. According to the questionnaires and two tests afterwards, it’s concluded that the experimental class does better than the other class, both in academic performance and capacity, confirming the good effect in review by using this strategy.The fifth part is the conclusion, suggestions and thoughts, which affirms the significance of the study and the lack of knowledge. We hope other teachers pay more attention to the overall construction strategy and do more research and study in order to deepen and perfect the practice of this strategy for the Chemistry review in Senior 3.