The Teaching Strategy Research And Practice In Chemistry Review Course To Senior 3 Students Based On The Core Competencies

During the review stage for senior three students in high school,the main course type is the review course,which focuses on helping students organize and summarize the chemistry knowledge learning in high school,while checking for omissions,consolidating and strengthen basic knowledge,developing knowledge structure,summarizing.Meanwhile,it is supposed to improve students’ academic thinking ability and the ability to solve practical problems.However,there is little time for senior three for the heavy schoolwork.The current study about the review stage for senior three in chemistry mainly focuses on theories,rarely involving specific contents,teaching methods,and how to improve their abilities and enhance competencies.Based on the background of developing Chinese Students’ Core Literacy and the Curriculum Reform proposed by the Ministry of Education,this thesis experiments on the strategies of review courses to senior three,combining with the practical teaching experience.This article uses the questionnaire survey method and personal interview method to study the teaching strategies of the chemistry review course to senior three.Combined with relevant research on the core competencies of the subject,a conclusion was drawn through literature research method,questionnaire survey method,and personal interview method: problems explorations,self-directed learning and the construction of knowledge network to verify the effectiveness of teaching strategies through practice.This thesis includes the following parts:The first part mainly talks about the research background and significance,research status at home and abroad,the research content as well as main research methods of this thesis.The second part includes the basic conceptions and theories,explaining the meaning of the core competencies of Chemistry,Bruner’s Cognitive Structure learning theory,Constructivism Learning theory,humanism theory,and so on.The third part includes the main research contents:First of all,through the methods of questionnaire survey,personal interview of teachers and so on,the present situation of chemistry review class in senior high school is studied,and the main reasons for the low review efficiency and poor review effect of chemistry review class are analyzed.Firstly,most teachers do not take the core competencies of chemistry as the guiding ideology of teaching,and the teaching method of teachers is relatively outdated and lacks the guidance of learning method for students.Secondly,some students’ review goals are not clear,and they’re lack scientific learning methods;Thirdly,there is a lack of effective communication between teachers and students.Then,the author starts from the problems existing in the survey results and studies the teaching strategies of chemistry review lesson in senior high school under the background of core competencies based on the basic concepts and theories summarized to improve the review efficiency of chemistry lesson in senior high school.This thesis puts forward the strategies of “question inquiry”,“self-directed learning” and “knowledge network construction”,and explains how to implement these strategies in the teaching of chemistry review lesson of senior three with specific cases.Last,the author took two classes as the experimental objects,carrying out practical research on the application of the teaching strategies of the review lesson proposed in this thesis.The author analyzed the relevant data to verify the feasibility of the strategies.The analysis results show that the review teaching strategies proposed in this thesis solved the problems existing in the chemistry review teaching of senior three,and proved the feasibility of the strategies.The fourth part is the conclusion and reflection.The research proved that the strategies of “problem exploration”,“self-leading learning” and “knowledge network construction” can effectively improve the efficiency of the chemistry review stage to senior three,while cultivating students’ comprehensive ability,improve their chemical thinking,and implement and develop their core quality of chemistry.