Research On Training Students' Self-learning Ability In High School Chemistry Competition Counseling

With the rapid development of information technology nowadays, people, if totally depending on what is taught in school, tend to find it increasingly difficult to meet the needs of social progress and self-development. Therefore, life-long learning is necessary to everyone,also making it a hot topic to cultivate students' ability of autonomous learning in education field. Chemistry contests, quite beneficial to developing students' thinking as well as enhancing their ability, serve as the expansion of chemistry teaching. This study ,with the tutorship over chemistry competition as the carrier, is designed to instruct chemistry competition tutorship on the basis of the theory of autonomous learning, to research into the changes of the students' autonomous learning ability during the whole process.The research, from two aspects like theory and practice, is divided into three parts:The first part--theoretical research, mainly introduces the reason for the topic selection and the significance of the thesis, conducting a review concerning the research over autonomous learning and chemistry competition at home and abroad and defining what actually is autonomous learning ability, serving to provide a theoretical basis for the development of chemistry competition tutorship. The second part-- teaching practice,analyzes the factors affecting autonomous learning and the actuality of tutored students taking part in chemistry contests, carrying out different designs of teaching practice,according to the differences existing in psychological characteristics, cognitive ability of students in .Grade One and Grade Two. For tutored students in Grade One, various teaching situations were created to inspire their motivation of autonomous learning, with guided learning plan adopted, to provide direction of independent learning. Cooperative groups were formed to improve the efficiency of autonomous learning indicating the change of coaching methods. For tutored students in Grade Two, guidance over cognitive strategies and metacognitive strategies was especially emphasized, through approaches like giving instructions over time management, goal setting, real-time record, to develop students'ability of self-planning, monitoring, and evaluation. The third part--interview, through conducting the interview analysis over headteachers, students currently tutored, and those having been admitted to colleges, the study result shows that with several-year teaching practice, it turns out fruitful that students' autonomous learning ability has been improved.The conclusion is that it is feasible to cultivate students' autonomous learning ability through chemistry competition tutorship. By means of the whole process, Students'learning ability, featuring self-planning, self-instruction, self-monitoring and self-evaluation, have got much improvement.