The Study Of Learning Transfer Theory In Senior High School Chemistry Teaching Practice

"Teaching for Transfer" is becoming a popular concept in today’s education, which is obtained by many domestic and foreign educational psychologists through experimental studies for guiding education. The transfer almost occurs when the behavior of education takes place, and it plays a very important role in achieving teaching objectives as well as improving teaching efficiency.Based on the transfer theory, this paper studies and explores the behavior of study transfer and teaching strategies combined with the characteristics of chemistry subject in the environment of today’s quality education. The research methods adopted in this paper are as follows:literature analysis, questionnaire survey, statistical analysis and so on. It is discussed that the senior high school chemistry teachers should reflect on proper teaching strategies for cultivating students’active learning attitude and study transfer ability, and employs it in the teaching practice with the principle of "teaching one to fish is better than giving him fish".This paper includes two parts:theory study and practice research. In theory study, this paper discusses the connotative meaning and development of learning transfer theory under comprehensive reading research literatures about study migration theory; On the basis of in-depth analyzing study transfer factors in senior high school chemistry education, four teaching strategies are proposed to promote the students’ learning transfer ability in classroom combined with their actual situation. The practice research is consisted of two subsections. The first subsection illustrates the process and detail of lesson plans used in the senior high school chemistry-teaching classroom, which includes abundant well designed teaching content. In the second subsection, the promotion and intervention effects are examined and discussed during the implementation phase. Refer to the students’ performance in the chemical test, it is proved that students under aggressive learning strategies tends to be more flexible and effective in solving chemistry problems. A questionnaire survey focus on the study transfer is adopted and relevant data is collected and processed under the Excel statistical software, thus the final conclusions are drew based on the obtained results.The paper provides referential experience on applying study transfer theory to high school chemistry education scientifically, for the purpose of promoting teaching quality, stimulating interest in learning and improving the ability of students to analyze and solve problems.