The Application Of Cornell's Notes In High School Chemistry Teaching

Chemistry learning requires not only memorizing knowledge points,but also applying knowledge to solve practical problems.Structured Thinking is currently considered the most effective way to help solve problems.This study applied the Cornell's notes that can help students remember and exercise structured thinking to the teaching process of the principles of chemical reaction in high school.It explored the problems that can occur during the implementation of the Cornell's notes and the impact of the Cornell's notes on students of different academic levels in learning the principles of chemical reaction.After analyzing the students' situation in note taking and problems within,the students were divided into experimental groups and control groups.According to their academic level,students in each group were divided into three levels: excellent,medium,and poor.Through interviews,observations,and sample surveys,we discovered problems in the practical application of Cornell's notes and requirements and feelings of students at different levels in the use of Cornell's notes.Through the analysis of the students' performance,we found the effect of using Cornell's notes on students at different levels.Most high school students' chemical notes were mechanical records of lesson content,it was not ideal to help students exercise Structured Thinking;Cornell's notes helped students learn the principles of chemical reactions and helped improve their memory effect and exercise their structured thinking;students of different academic levels had different needs and effects of using Cornell's notes;the effect of Cornell's notes was limited by the students' study time and learning consciousness,teachers needed to develop supervision measures according to the students' conditions.