Research On Mini-class Teaching Strategy In Senior High School Chemistry Based On The Theory Of Advance Organizer

In recent years,the flipping classroom teaching model based on information technology has attracted much attention.Mini-course,its main teaching resource,has been studied more thoroughly in the matter of its design,resource construction and application,gradually extended to the online and offline teaching process.However,in our observation,most teachers are still adopting traditional teaching methods in the classes,laying much importance on having students memorizing the key points in the curriculum so as to succeed in the exams.Our further research has proved that students' test results and learning skills do not go parallel to their autonomy,enthusiasm,and the time they spend in learning chemistry.Though supposed to be an important aid for teaching,new information technology and resources of mini-course are less often used in the classes than expected.This is not up to the requirements for modernized education,neither is it conducive to the cultivation of the core competence of the discipline.It is a regular process for students to learn knowledge and improve their ability.It is usually easier to understand new knowledge on the basis of existing knowledge and experience,and to cultivate new ability on the basis of existing ability.The advance organizer,as the leading material before learning new knowledge,acts as a bridge between new and old knowledge,promoting the understanding of new knowledge and the improvement of new ability.Consequently,this paper puts forward the research topic of "Research on Mini-course Teaching Strategy in Senior High School Chemistry based on the Theory of Advance organizer".Through literature analysis,investigation and research,this paper determines the breakthrough point of the research,uses the cognitive load theory and the meaningful learning theory to support the subject,analyzes the feasibility of the research,and then analyzes the possibility and research direction of this subject through the questionnaire survey and interview.In the meantime,it also refines the teaching strategy of mini-course by extracting the theories and viewpoints from the relevant literature as well as combining the students' cognitive law.Through experimental prediction and scheme adjustment,the paper finally determines the design of the mini-course based on the following strategies: the systematization of teaching analysis,the granulation of the content of the micro course,the logicalization of the advance organizer,the visualization of the mini-course resources and the questioning of the learning task.Themini-course is to be applied to class teaching and will assist it by presenting the advance organizer in time,giving full play to the role of mini-course,completing the list of study tasks in time,expanding the effect of mini-course,stimulating teachers and students' doubts and comments on time and perfecting cognitive structure and so on.To explore the effectiveness of mini-course,an experimental study was conducted in the general science classes in Senior Two,Yangjiang No.1 Middle School from September 2017 to January 2018.Taking Ion Balance in Aqueous Solution in Chapter Three,Module Four –Principle of Chemical Reaction(PEP)as the knowledge carrier,the author applied mini-course as an assistant teaching method in the experimental class while using the traditional teaching method in the uncontrolled class.After a practical research lasting for nearly two months,it was obvious that the experimental class did a better job than the uncontrolled class in aspects like the GPA,the excellent rate,the pass rate and so on,considering their performance before the study.SPSS was used to carry out the two-tailed test and the P-value was 0.038,which indicated that there was a significant difference in test scores between the experimental class and the uncontrolled class.Based on the test results of some typical questions,the author used the SOLO taxonomy to analyze the students' learning level and found that the learning level of students in the experimental class was greatly improved after the experiment.At the end of the research,students of both classes were asked to finish a questionnaire and the result showed that students in the experimental class had become more interested in learning chemistry and formed better learning habits,holding a positive attitude to the mini-course.The result suggested that "the mini-course teaching strategy in senior high school chemistry based on the advance organizer " could enrich the forms in classroom teaching,improve students' academic performance and learning level,increase their interest in learning chemistry,improve their learning habits and change their learning style as well.However,the mini-course teaching strategy put forward in the dissertation remains to be further improved due to the author's lack of professional knowledge,the limited experimental time,the small sample size,the lack of process analysis during the experiment and so on,which all have a certain influence on the judgment of the experimental conclusion.