Practical Research On The Cultivation Of Knowledge Transfer Ability Of Senior High School Students Under The Background Of A-level Chemistry Course

As an essential ability of talent cultivation,the importance of transfer ability is reflected in our curriculum standards and foreign A-level examination syllabus."Teaching for transfer" is also a popular educational concept.Therefore,it is of great significance to explore effective strategies to improve students' transfer ability and apply them in teaching practice.This study consists of the following five parts:The first part: by using the method of literature analysis,this paper studies the connotation and development of the transfer theory,lays a theoretical foundation for the follow-up research,and determines the basic framework of this study.The second part: the exploration of students' knowledge transfer ability under the background of A-level chemistry course.In the pre-test,the pre-test questions are classified according to non transfer,self transfer,near transfer and far transfer,and the results are analyzed by using Excel.Combined with the crux of students' thinking obtained by using voice thinking method,the transfer ability level under three dimensions is diagnosed,which proves the necessity of improving students' transfer ability.Thirdly,based on the above data and existing theories,the influencing factors of students' knowledge transfer ability under the background of A-level chemistry course are analyzed and summarized,which mainly include: Students' learning attitude;students' English level;students' cognitive structure;students' generalization ability;students' fixed interference;students' metacognitive level.The third part: the teaching strategy design of cultivating students' knowledge transfer ability in A-level chemistry teaching.According to the six influencing factors,this paper puts forward six teaching strategies: creating diverse situations to improve learning attitude;paying attention to the accumulation of words and sentences to improve English level;arranging teaching reasonably to optimize cognitive structure;strengthening inductive awareness to cultivate generalization ability;analyzing problems by variant forms to eliminate stereotype interference;focusing on summary and reflection to improve metacognition level.In addition to one by one examples to illustrate how to put in the actual teaching,the overall design of eight typical topics throughout the semester and a specific teaching case are designed.The fourth part: the application of teaching strategy to promote the knowledge transfer of students in A-level teaching practice.The purpose,method,object,content and process of applied research are sorted out.After the students' post test,the results of the pre and post-test were compared and analyzed by Excel and SPSS software.The conclusion that the migration ability of other dimensions has been improved significantly except for the improvement of far migration level is not obvious,which proves the effectiveness of migration strategy.The fifth part: conclusion and reflection.Summarize this study,reflect on the shortcomings in the research process,and make prospects for future research.This study focuses on the teaching of A-level international curriculum,hoping to broaden the practical perspective of migration theory,and provide some reference for peers and local curriculum teachers in the exploration of migration ability,the analysis of influencing factors,the proposal and application of teaching strategies,so as to cultivate students' migration ability...