The Survey Of Status Of The Effective Teaching Of The Chemistry Review Class In Senior Three And The Strategies Study

Effective teaching has always been the most concerned issue in first-line teaching.The new chemistry curriculum standard for high school puts forward the concept of core quality of chemistry and requires the high school chemistry teaching to lay a solid foundation for students' essential knowledge and key abilities.It can be considered that effective teaching plays an extremely important role in essential knowledge and key abilities.In the teaching of high school chemistry,the review class in the third grade plays a key role in the special period.Therefore,whether the chemistry review class in the third grade of high school is effective or not will largely determine whether the chemistry teaching of high school is effective or not.However,how effective is the chemistry recitation in review class?How to improve the effectiveness of chemistry review?What are the effective strategies?How to implement these strategies?What are the actual results of the strategy implementation and so on have confused me?Based on the above questions,through literature analysis,questionnaire survey and strategy teaching practice,the author carried out research and analysis on the effective teaching status and strategy of chemistry review class from multiple aspects.Among them,the questionnaire survey aimed at high school students,aimed at the effective teaching problems in the questionnaire,put forward effective teaching strategies for review,and carried out teaching practice of teaching strategies in my class.Through the investigation and teaching experiments,this paper tries to find out some practical strategies to improve the effectiveness of chemistry review in grade three of high school.This paper is divided into seven parts.The first part is the introduction,which mainly explains the research background,research contents,research methods and significance.The second part is a literature review,which mainly explains the theories of effective teaching,learning theories related to review and research status.The third part is the investigation of the effective teaching of chemistry review class in grade three of high school,including the design of the questionnaire,the test,the investigation result and the result analysis.The fourth part is the effective teaching strategy of chemistry review class,including preparation strategies,implementation strategies and evaluation strategies.The fifth part is the examples of the review strategies.The sixth part is the teaching experiment of the review strategies.The seventh part is the reflection and prospect,including the analysis of the deficiency in the research process of this paper and the prospect of the effective teaching and strategy research of review.The conclusion of this study is as follows:(1)in the actual teaching of chemistry review class in grade three of high school,teachers have some deficiencies in the aspects of goal setting,questioning and guiding students' independent learning;(2)in view of the problems found in the survey results,targeted to put forward the three chemical review class effective teaching strategy,launched a teaching experiment,proved that the strategy has a certain effectiveness.This study focuses on the teaching practice of chemistry review class in grade three of high school,proposes practical strategies based on the lack of effectiveness of review class,concretizes and practices the general teaching strategies,and conducts experimental verification,which has certain reference value for the teaching practice of chemistry.