A Study On The Teaching Strategy Of Chemical Element Compound Knowledge Under The New College Entrance Examination Policy

With a new policy of the college entrance examination issued,there is a revolutionary change in the college entrance examination subjects and its admission,which will have a big influence on the high school chemistry teachers.In this reform,chemistry has been changed from one of the compulsory courses in science to a selective course.It is known to us all that chemistry is a very difficult subject and the knowledge of elemental compound in senior one is a big challenge for students,so it is important for teachers to apply some effective measures to conduct the teaching procedure.It is required that teachers should find out the problems in the teaching process and come up with corresponding strategies through the efforts to know about the status quo of senior high students' learning ability in elemental compound.Through the study of the academic level of high school student in the course selection,learning motivation and willingness in the course selection,teachers can further verify the effectiveness of the corresponding improvement teaching strategies.This thesis provides the corresponding theoretical reference basis for the elemental compound teaching.At the same time,the thesis is also of great significance for chemistry teachers to change their teaching mode under the new policy of college entrance examination.This thesis is divided into seven parts.The first part is the introduction,which mainly introduces the purpose and the significance of this study under the new policy of college entrance examination.The second part is the literature review,which lays a solid theoretical foundation of "the knowledge of elemental compound" and "the teaching strategy".The third part explains the corresponding policy documents of the reform of college entrance examination and its practical significance.The fourth part is the survey about the status quo of elemental compound teaching and learning.What's more,the ways to do the research and the findings are also included in this part.The fifth part is about the teaching strategy to deal with the problems found in the survey.The sixth part is about the practice of the teaching strategy and its analysis of the result.The last part is about the reflection of the research.The findings of this research are as follows:Most students not only can't use proper ways to memorize the knowledge of elemental compound but also tend to mix the properties of different substances.In addition,most students find it difficult to establish connections from various angles and to sum up the knowledge to make it more systematic.What's worse,most students don't have clear learning objectives.In order to solve the above problems,improve the teaching and learning efficiency of elemental compounds,optimize the elemental compound classroom structure and classroom content.In the class I taught,the experimental group used this teaching strategy to intervene.The average score of the students in the group improved,and the number of students interested in chemistry was significantly higher than that in the control group,and 65.38%in the reorganization.The students have the correct values for chemistry,and the chemical selection is significantly more than the control group,which further demonstrates that the proposed strategy has certain effectiveness.This paper also provides a theoretical reference for the related research on the teaching strategy of chemical element compounds..