Practical Research On Transfer Theory In The Review Of Element And Compounds In Senior Three

Effective review of chemistry in senior three should not only pay attention to the improvement of students ' subject level,but also pay attention to students' ability to absorb,integrate chemical information and analyze chemical problem solving.This is not only the "general high school chemistry curriculum standards(2017 edition)" proposed requirements,but also the national college entrance examination proposition direction and trend.Teaching for Transfer,the ability to form lifelong learning,is no longer an empty theory,but should be a real guide to the teaching practice of senior three teachers and students.Chemical core accomplishment is the concept of chemical thinking and discipline ability of students to solve practical problems.Because students can learn in the classroom knowledge is limited,students must learn to incorporate new information into their original knowledge structure,to promote,solve practical problems,in order to better adapt to the development of society.Therefore,in the process of senior three review,how to effectively use the learning transfer theory,to improve students ' thinking ability and thus improve the efficiency of review is essential.With the teaching content of elemental compound as the carrier,the transfer theory is applied to the review in senior three to help students build a knowledge transfer to the ability of the bridge,to achieve the improvement of student accomplishment.This paper is divided into six parts to discuss the practical study of the theory of learning transfer in the review of the senior three element compound.Part 1: background,content and significance of the study.Combining the learning transfer theory with the teaching practice research of the senior three element compound,it provides reference for first-line teachers on how to improve the efficiency of senior three classroom teaching.In this paper,the methods of literature research,observation and interview,questionnaire survey and experimental analysis are used.Part 2: an overview of the theory of learning transfer.The concept of transfer is defined through literature review,and the classification and theoretical development of the learning transfer are sorted out,thus revealing the essence of the transfer.In addition to teaching related important theories: constructivism theory,recent development area theory,and brain science as the theoretical basis of learning transfer,the study of the guiding questions.Part 3: student's questionnaire and teacher's interview.Through the questionnaire and interviews,combined with the actual learning situation of senior three students,analyze the measures and methods of implementation of transfer teaching in senior three.Part 4: teaching practice how to adopt transfer teaching in review of senior three.Follow the law of students 'cognition,combined with the current situation of students' learning,take the method of transfer teaching,and carry out the step-by-step and planned three rounds of review discussion on the knowledge of element compounds.The transfer teaching mode of the element compound review course is presented in typical cases and analysis.Part 5: experimental effect analysis.After the end of the experimental study,the experimental class and the control class before and after the test results and questionnaires combined to analyze the effect of the experiment,provide the basis for the study summary.Part 6: summarize the results and lack of discussion.In order to study the practice of transfer teaching in the review of senior three element compounds,we summarize the results of the experience,extract the innovation,analyze the deficiencies in the study,and provide the direction for the follow-up study.