The Practice In Promoting Implicit Learning In High School Chemistry Education

The core of curriculum reform is to promote the change in students’ways of learning. As human beings, students have vast potentials to learn, but how to tap their potential and take advantage of it remains to be a great challenge for educators. Tacit knowledge in chemistry study for high school students occupies a large proportion. Therefore, a great majority of students will face certain difficulties while learning. Implicit learning reveals the underlying regularities of human when they perceive complicated knowledge. A lot of valuable experience is realized unconsciously, thus we often get much more knowledge than we expected. It has been generally accepted that implicit learning exerts a far more great influence than explicit knowledge on the understanding and utilization of procedural knowledge as well as strategic knowledge. In addition, in the terms of achieving humanistic goals, implicit learning also has its unique role. The outcomes of learning for human is the result of transition and transformation between implicit knowledge and explicit knowledge, it actually exist in all circumstances in our daily life. Therefore, which really should be emphasized and better utilized in education with time going by.This article starts from the combinations of implicit learning and high school chemical study, and researches the related educational theories. We also designed questionnaires about chemical learning situations and chemical knowledge. By studying the statistics getting from our school students, we got the accordant conclusion with that from psychological research. That is the obvious effect implicit learning has on students’ learning outcome. The questionnaire which surveys the chemical knowledge separates its contents into several blocks, in the hope of finding the difficult points among students and therefore gives solutions.Based on the results of survey, we carried out activities like scientific experiments, team activities, historical penetration, multiple evaluations and so on in the hope of developing implicit learning abilities. Furthermore, we put forward several strategies based on classes, materials, after-class study, explicit learning transition and made remarkable progress.1. Developing implicit learning can promote experimental skills.2. Developing implicit learning can cultivate emotional attitude and building values.3. Developing implicit learning can improve students’grades.4. Developing implicit learning can form better teaching ecology.