The Research Of Strategies Of Conceptual Teaching In Chemistry Of Senior High School

The outline of the Basic Education Curricula Reform poses requirements to the direction and objectives of curricula reform, which demands students’ proficiency as well as overall improvement of students’ capabilities, meanwhile rendering students’ lifelong skills and ability. As conceptual teaching lies at the core of chemical teaching in senior high school, it serves as the framework of the senior chemical knowledge. Thus, various teaching methodologies are involved in practical chemistry conceptual teaching, in which the appropriate teaching strategies play an inevitable role. During the process, the ability of autonomous learning, cooperative learning, communicative learning, and probing learning are cultivated and students would form the habit of lifelong learning.The thesis consists of 5 chapters. The initial part is the theoretical statement of the conceptual chemical teaching in senior high school, including the formation, definition, characteristics and connections among each concept. Thus the effective ways of how to teach concept is probed. The second part is the research of conceptual teaching strategies on theoretical level. From the requirement of the New Curricula Reform, construction and cognizant assimilation theory, we can obtain the theoretical support for conceptual chemistry teaching in the senior high school. The following part is the survey of chemical teaching in senior high school. According to the questionnaires from students and teachers, we can summarize the significance of strategies of chemistry conceptual teaching. The fourth part is the practical research of teaching strategies, which would be shown through several typical cases, including the process and reflection. There are two groups of students involved in the research, who are from Dongguan No.7 Middle High School. The first group are freshmen from key classes in Senior One, which are in almost the same level. The second group are students from ordinary classes in Senior Two. Each group is divided into two classes, experimental class and comparative class. The conceptual strategy teaching was adopted in the experimental classes while common conceptual teaching was adopted in the comparative classes, without the strategies. We analyze the grades of the tests and have some interviews with the students. Chapter 5 serves as the summary and conclusion of the thesis, which reflects the problems and possible solutions.