Research On The Teaching Strategy Of College Entrance Examination Chemistry Review Based On Art Students

In China’s education system,there are various ways to study in universities,among which art is an important way to take part in the college entrance examination.The fine arts college entrance examination has a low requirement for student’s literacy scores,however,the survey found that nearly of the students unable to meet the requirements,especially science fine art students.How to put forward corresponding review strategy towards the specific conditions of fine arts students to improve their literacy scores becomes the top concern of the science teachers.In this paper,a comprehensive use of literature review,text study,questionnaire and interview,statistical analysis,practice research and comparative analysis and other methods was made to study the chemistry review teaching strategy of fine arts students for college entrance examination.In this paper,relevant literatures and theories on chemistry review teaching strategy for college entrance examination and art students review teaching strategy were combed,text study was made for chemistry course standard,examination outline and science comprehensive chemistry questions of national unified test paper Ⅲ for the recent three years,to get the general text patterns and probable text difficulty for the national unified test paper Ⅲ.In addition,in this papers,questionnaire was made towards the senior high science fine arts students,interviews were carried out for part of senior high science fine art students and the chemistry teachers with teaching experience for senior high fine arts class,to get the chemistry learning conditions of the fine arts students: most of fine arts students had strong interest in chemistry learning,but they had weak foundation,lack of review plan,weak execution,high expectation for grade,strong anxiety and large space to improve the performance.Based on the result of text study and chemistry learning conditions of fine arts students,the following chemistry review teaching strategies were put forward,define the teaching target,formulate comprehensive review plan;attach importance to basic knowledge and abilities,integrate content selected topics;make a effective use of layered teaching and other teaching methods,attach importance to test,make a skillful use of learning guide,selected presentation,practice more and modify frequently,payattention to experiment and details,and normalize the answering;encourage students for self-check,mutual check and questioning,urge them to do well in preparing wrong question notebook,question notebook and accumulation notebook;at the same time,pay attention to student’s mentality,and give full play to review evaluation.After four months of classroom practice,the average chemistry score for the art class that the author taught improved from 25.0 of Chengdu diagnostic test 1 in December to52.3 for Chengdu diagnostic test 3 in May,higher than that of the upper fine arts class.In the college entrance examination of 2019,the average chemistry score of the class was higher than that of the cultural class of the same level.Therefore,the review teaching strategy put forward by the author was effective to enhance teacher classroom efficiency and the chemistry grade of fine art students,and it was of reference value and practice significance for the education and teaching of chemistry teachers of senior high fine arts class.