Teaching Status Quo Investigative Research And Teaching Strategy Research About The Content In High School Chemistry Elective 3-Structure And Properties Of Substances

The content in High School Chemistry Elective 3--Structure and Properties of Substances published by People’s Education is an important part of chemistry,playing a major role in learning chemistry.According to the recent university entrance examination data of Yunnan Province,students perform poorly in questions related to this module.This study aims to investigate and research the teaching status quo of Structure and Properties of Substances in Yunnan province,on the basis of which,the author will put forward the corresponding teaching strategy.Research methods: literature,questionnaires,interviews and education experiment.The research is divided into three parts: teaching status quo investigative research,teaching strategy research and practice research.The teaching status quo investigative research includes two parts: one is the survey of chemistry subject in high school;the other is the survey of teaching difficulties.Based on the teaching status quo investigative research,six teaching strategies have been put forward as follows: model teaching strategy,structural knowledge teaching strategy,analogical transfer strategy,inter-disciplinary comprehensive thinking strategy,regularizing teaching strategy and metacognitive strategy.And specific illustration and explanation are given to this part.As for the practice research,model teaching strategy,structural knowledge teaching strategy,and metacognitive strategy are mainly adopted.Research conclusion:First,Structure and Properties of Substances has not been widely taught in Yunnan province,of which there are many problems with its implementation.The course is too difficult for teaching and Difficult points are very prominent;In the exam,choose the Structure and Properties of Substances module is easy to score.Second,in the practice of research,the use of modeled teaching strategies can be abstract content into specific content,to a certain extent,reduce the difficulty of teaching courses;The use of knowledge structured teaching strategies is conducive tothe overall grasp of knowledge,can promote student learning.The use of metacognitive strategies can improve students ’ ability to solve problems,promote students’ self-reflection on learning,and help learners to effectively arrange and adjust the learning process.