The Chemistry Review In Senior Three In The Perspective Of Thinking Visualization Strategy

Since the New Curriculum Reform,students' core qualities of chemistry,which couldn't be acquired directly through cramming,have been mainly examined and highly valued in college entrance examination.In order to solve the practical problems involved in the examinations,students must extract the thinking methods in line with the chemically academic thinking from the basic knowledge on the basis of memorized knowledge.According to the research,the traditional cramming method towards element compounds review,with the teachers' leading,could not help achieve the expected effects.It is difficult for students to stimulate the enthusiasm effectively,and really build a knowledge structure.Thus,not only the problems of knowledge memory remain unsolved but also students' thinking ability could not be improved.Based on what is mentioned above,this study explores the use of visual thinking strategy for the review of element compounds aiming to increase students' initiative,to reveal their thinking traces and to cultivate their academic thinking;meanwhile students would be motivated in self-checking,processing and integrating existing knowledge,which helps form knowledge networks,efficiently broaden the knowledge dimension,and improve the competence of solving chemical problems.In this study the review of elemental compounds in Senior Grade Three is taken as an example to study the practice of thinking visualization strategy.During the research,the difference of students' improvement in factual knowledge,conceptual knowledge and procedural knowledge under the review of thinking visualization strategy and traditional strategy would be compared.In addition,a case study was carried out to compare the mind map drawn by students before and after the review,so as to make diagnosis and quantitative evaluation.In the research process,the characteristics of knowledge of elements and compounds are analyzed at the beginning,and then the knowledge is classified into factual knowledge,conceptual knowledge and procedural knowledge according to the characteristics.In practice,the established thinking visualization strategy was implied to the experimental group.In order to detect the improvement,a control group using traditional review strategy was introduced,and the test was conducted before and after review for comparative analysis.The test questions were also set according to the three-dimension knowledge system.Among them,the experimental group needs to draw a mind map centering on core knowledge before and after each section of review for the latter case study.The research conclusion is as follows:from the comparison of the test performances,the students using the thinking visualization strategy have a greater improvement and the effect is superior to the traditional review method;The thinking visualization strategy especially promotes the factual knowledge and the procedural knowledge,rather than the conceptual knowledge although it is greatly related to the procedural knowledge.The case study shows that the students' mind mapping has been significantly improved in aspects of knowledge breadth and logical thinking and the competence of top students'mind mapping has also been improved.It can be concluded that students' thinking is much closer to academic thinking,their core qualities of chemistry is advanced,and their ability to solve chemical problems is enhanced.