Current Situation Of Chemistry Learning Strategies Of Senior High School Students

The research group of Chinese students' development of core literacy put forward six core qualities with "all-round development of the person" as the core: scientific spirit,cultural heritage,learning to learn,healthy life,practice and innovation,responsibility.Among them,"learning to learn" plays an important role in literacy,and learning strategies,as an important sign to identify whether students learn to learn,directly affect the ability level and learning effect of learners.Increasingly China in recent years,studies of learning strategies,but mostly concentrated in the language class discipline,less research in the field of chemistry,by analyzing the existing research of learning strategies to find: the chemistry learning strategies on the choice of research method,more concentrated in form of a questionnaire investigation and comparative study,openness and deep degree is insufficient,lack of longitudinal empirical studies,is not conducive to further understanding of chemistry learning strategies.In this study,a mixed qualitative and quantitative research method was adopted,and based on the perspective of learning literacy,the dimensions of chemical learning strategy survey were constructed,including attitude and motivation,learning methods,planning,regulation and network application.Through qualitative research method,the study performance of high school excellent chemistry learners was collected,and the interview results were recorded,analyzed and coded using grounded theory.According to the interview results of students,a questionnaire on the status quo of chemistry learning strategies of senior high school students was compiled.Using stratified random sampling method,342 students in grade one,grade two and grade three of an experimental high school in Shandong Province were selected as the survey objects.Questionnaires were distributed to understand the current situation of the use of chemistry learning strategies among senior high school students.Based on the above research and practice content,the following three main conclusions are drawn:(1)Through the qualitative investigation of six outstanding high school chemistry students,eleven kinds of chemistry learning strategies are distinguished.(2)From the perspective of "learning to learn",combined with the case tracking investigation of outstanding high school chemistry students,the Questionnaire on the Status Quo of Chemistry Learning Strategies for Senior High School Students was compiled.(3)through the results of the investigation about the present situation of high school chemistry learning strategy use is analyzed,although high school students can be found in the use of some chemistry learning strategies exist similarities,but because the individual differences in personality,intelligence and learning habits,leads to their different chemistry learning strategies in the most dimensions.Finally,according to the analysis results of qualitative research and quantitative research,this paper puts forward relevant suggestions on how to promote students to "learn to learn" from the perspectives of learners and teachers.(1)Learners:(1)flexibly use a variety of learning methods,establish a correct view of learning;(2)pay attention to self-evaluation and reflection;carry out targeted exercises;(3)rationally arrange learning time and learning content according to self-cognition and the difficulty of materials;(4)keep focus and concentration to improve learning efficiency(2)Teachers:(1)stimulate learning interest,establish a positive learning attitude,(2)attach importance to teaching learning methods and strategies,cultivate good learning habits,(3)create independent learning environment,guide students to take the initiative to learn,and(4)select open,cutting-edge course content,adapt to the development trend of digitization and information.