The Design And Application Of Middle School Chemistry Teaching Based On The Theory Of Information Processing

Memory is the foundation of learning.With the advent of the information age,People accept all kinds of information from the outside world every day,so grasping the scientific memory methods is particularly important.Along with the development of brain science and education in-depth research,the principle of human brain and memory have a certain awareness.Study of brain science research results are applied to the practice of education,in recent years has also been widespread concern.Chemistry is a microcosmic,abstract,natural science based on experiments,the content and human life.But chemical knowledge is quite complex,chemical abstract concepts and knowledge points need to remember more,so the research on application of memory mechanism is more important in the teaching of Chemistry.This study based on the theory of information processing theory about memory and combining the research findings of memory in the brain,the information processing theory and chemistry teaching design more scientific and more organic union,systematically studies the information processing theory and chemistry teaching combining site.Then research the combination point of the memory mechanism and chemistry teaching systemic.The scheme and implementation of chemistry teaching design based on memory mechanism,from two aspects of theory and practice to discuss,will be the starting point of this study and goal.Firstly,through questionnaires and interviews,investigate the application of memory theory in chemistry teaching by middle school chemistry teachers?The data show that,in technology,26.1% of teachers often use modern information technology in their daily teaching to promote students' understanding and memory,65.2% of teachers will occasionally use modern information technology to promote students' understanding and memory of chemical knowledge,that provides technical support for the application of memory theory in Chemistry Teaching.In the application of memory strategies,95.6% of teachers think it necessary to develop students' memory strategies in chemistry class,which shows that most teachers think that memory strategies can promote students' learning of chemical knowledge.At the same time,there are some problems in the application of memory theory in Chemistry Teaching: 26.1% of the teachers think that the memory theory applied to the teaching of chemistry encountered the biggest obstacle is the lack of understanding of the theory of memory,56.5% of the teachers don't know how to apply the memory theory to the teaching of chemistry,21.7% of the teachers think that the school lacks hardware facilities,so they can not be effectively applied to the memory theory in chemistry teaching.Secondly,according to the memory theory and memory habit in the relevant information processing theory,the design principles,design strategies and methods of the chemistry teaching design are discussed.In the course of chemical teaching design based on information processing theory,we should embody the principles of student principal,teacher leading principle,situational activity principle,and a variety of information technology.In the course of teaching design,the teacher can use the following means to design in the instantaneous memory stage: with the help of modern information technology,students can have a strong emotional experience.They should pay attention to the knowledge of chemistry and have the value of existence.This will attract students' attention to the chemistry knowledge which they have learned.As a result,students' interest in chemistry is stimulated.In the working memory stage,the teacher can make the students work and remember the knowledge by distinguishing key attributes,situation simulation,role play,using exercises skillfully and using chunk.In the long memory stage,the teacher can promote the students to process knowledge carefully,form understanding,and store knowledge into their own memory by means of timely review and self-made knowledge tree.Thirdly,regarding PEP chemistry as an example,design the case design of Chemistry Teaching Based on memory mechanism,” Metal activity order”,”Metathesis reaction conditions” and” An important nutrient for humans”,and analysis the teaching cases.Fourthly,compared with the experimental class,the design of chemistry teaching cases based on the mechanism of memory for the experimental class and the control class still use the traditional teaching methods.The figures showed that Excellent students of the experimental class was significantly higher than the control class,and the Excellent rate of the experimental class raised by 12.1 percent,the Middle level students of the experimental class has greatly improved.The Moderate rate of the experimental class raised by 6.7 percent averagely.The rate of students who failed in the exam reduced by17.66 percent.After a period of teaching,the attitude of students in the experimental class gradually stabilized.More than 70 percent of students think chemistry teaching can learn some memory mechanism of chemical method based on memory,about 53 percent of students think through chemistry teaching and memory mechanism makes you more focused on.There are well over 37 percent of the comparing class.The students of the experimental class both in learning achievement or attitude is obviously improved.The memory mechanism of Chemistry Teaching Based on satisfaction rate is higher.Practice shows that the chemistry teaching based on memory mechanism can active classroom atmosphere,mobilize the enthusiasm of the students as well as stimulate interest in learning;Most students who improve the learning interest,the formation of scientific memory methods think that the effect is good.