An Experimental Study On The Influence Of The Advance Organizer Strategy On The Chemistry Concept Learning Achievement Of Senior High School Students

Through the theory and application of the first organizers of the literature review,summed up the development of the theory of context,and the advance organizer strategy applied to the teaching of the concept of high school chemistry experiment.Experimental study on the selection of "pep,the ordinary high school curriculum standard experimental textbooks chemistry compulsory 1" in the second section of the first chapter "the stoichiometric applications in Experiment" in the "amount of substance","Moore","Moore quality" and "the molar volume of gas,the amount of substance concentration" and "Avogadro constant" abstract concept as the research object,using the advance organizer strategy of different types and different levels,respectively,in the teaching of the experimental class and the control class.Through the comparison of two classes of students' knowledge achievement and affective achievement,it is found that the advance organizer strategy has a significant positive effect on the students' learning achievement,regardless of the level of knowledge or the affective level.Through experiments,the following conclusions are obtained:1 application shows that the strategy of the "quantity of matter" concept learning is better,and the learning effect is better for the "gas molar volume".2 "molar mass" learning,after the material presented the model is more appropriate,and for the concept of "mole",the same organizers in the new content before teaching,students test scores slightly better.3 the host strategy is more suitable for the "substance concentration" learning,and the parallel type organizer strategy is more conducive to the "A Vogadero constant" learning.Overall,the advance organizer teaching strategy can not only promote students' understanding and memory of new knowledge.And can stimulate students' learning interest and improve students' learning achievement.